V. Abella, V. Delgado, V. Ausin

University of Burgos (SPAIN)
Our present society is involved in the digital age and it is a process of continuous changes. These changes occur increasingly faster. For this reason, educational systems cannot be out of such changes, because society requires to adapt the objectives and educational purposes to new needs. These changes affect to teachers because the advances in the society cause changes in education field. Clearly ICT (Information and Communication Technologies) are a key element in the development of new educational innovations and in the adoption of new requirements. In this sense we tend to think that new generations are competents in the ICT use because they were born in a digital society, which in many cases is not true.

However, we must ask ourselves, not only whether teachers can use ICT in teaching, but if in the pre teacher training we are making our students proficient and autonomous in the use of ICT from a pedagogical point of view.

Knowing what pre teacher students think about the integration of ICT in the teaching-learning process will be conditioned by their technological knowledge and, overall by the attitudes towards ICT and the innovation in teaching.

The aim of this study is to determine the attitudes showed by k-12 degree students, infant education degree students, and pedagogy degree students towards the use ICT in pedagogical practices.

The sample consisted in 202 pupils from the University of Burgos, 16.3% (N = 33) were men and 83.7% (N = 169) women. The mean age of the sample was 19.7 years (SD = 2.7). The students complete the adaptation of the Attitudes Towards ICT Scale developed by Tejedor, García-Valcárcel y Prada (2009).

Results showed that, generally speaking, the students value in a positive way the use of ICT in teaching, because they manifest an intermediate-high disposition in the tree components of the scale: Attitude, Cognitive and Behavioral. In this way we can include the pupils in a positive attitude towards the integration of ICT at the pedagogical practices. This disposition was independent of gender, but we found significative differences between Degrees in two components of the questionnaire.