About this paper

Appears in:
Pages: 5936-5942
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0259

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain


R. Carranza, V. Villa, M. De la Torre, A. Jiménez, C. Islas

Universidad de Guadalajara (MEXICO)
In the field of education, the information and communications technology (ICT) remain a focal point not only for institutions of higher education in general, but also for teachers and students in particular, although technological advances have been included in the classroom, in many cases not achieved the expected success, especially in certain areas of knowledge. Such is the case of Lawyer educational program for the teaching and learning of law, has been characterized as one of called traditionalist professions. This has been strongly marked by the masterful lecture as a teaching process centered on the teacher, it has been eternalized and has not allowed a change along the years. In this sense, education in the university classroom has not been immune to this process, but still it is considered incipient renewal of pedagogical practice of teachers with the use and management of ICT on law and especially the integration of these technologies as tools for lawyers learning. From the above is to be carried out this research, which aims to know how teachers use ICT as a support tool and object of study for the teachers of law in a Mexican public university. And from the foregoing propose alternatives that can improve the teaching and learning of law. The methodology used is of mixed nature (quantitative-qualitative sequential). The results are shown for a first order in quantitative inferences as a basis for the second stage of investigation for the qualitative part. Ninety percent of teachers who teach in the career of law were surveyed, so that the results are contradictory, since although teachers consider that technology can support their education, most say that they use it rarely. Besides it is considered that they could not work with virtual groups, because teachers think it is complicated to develop it. In the study highlights that the ICT most frequently used are the Moodle platform and e-mail because the institution requires it. Finally they assure that technology can help students to develop skills and that is why it is important to use them as a complement to their teaching strategies. This shows that despite teachers are aware of the benefits that technology can bring to the teaching-learning process, they prefer not to use them and continue with traditional methods.
author = {Carranza, R. and Villa, V. and De la Torre, M. and Jim{\'{e}}nez, A. and Islas, C.},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0259},
url = {https://dx.doi.org/10.21125/edulearn.2016.0259},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {5936-5942}}
AU - R. Carranza AU - V. Villa AU - M. De la Torre AU - A. Jiménez AU - C. Islas
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0259
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 5936
EP - 5942
ER -
R. Carranza, V. Villa, M. De la Torre, A. Jiménez, C. Islas (2016) THE APPROPRIATION OF ICT BY TEACHERS LAWYERS, EDULEARN16 Proceedings, pp. 5936-5942.