Abstract:

The discussion over the among ict´s role in education can be concluded that ict itself and technologic training in teachers are not enough to promote an effective innovation in learning and teaching, due to elements such as: the new meaning given by people to digital literacy and ict potential uses, the ecosystemic differences lived in different contexts and the ways that produce a non predictable interaction between people and technology, and the role played by teacher´s pedagogical curricular positions in the decisions of what and how technologies can be used in their professional performance.

Questions about the role of initial teacher training in the configuration of necessary knowledge to learn and incorporate digital tecnology in their profesional development must be answered. Specially, considering of the challenge of having better trained teachers that help new generations in achieving their cultural , cognitive, social and instrumental capacities needed in nowadays society. In this sense, research on innovation in education indicates that the contextual , institutional and group factors´ that influence the act of innovation are analyzed and resignified by each person, through an already built filter of beliefs, knowledge and experience (Abrami, Poulsen & Chambers, 2004; Rivas, 2000; Smylie, 1988). This makes necessary to scrutinize the way people argue their intention to innovate and how it is represented in their actions and elaborations. This implies that the ict use should be seen as a human phenomenon that develops in social contexts through concepts and / or practices that are the result of social negotiation by which individuals and groups interact to create a reality mediated story, a language and human achievements.

From the above, this work presents a standardized instrument to identify and measure innovative trends that have professors participating in the initial training of teachers. This questionnaire includes information on the frequency and level of use of digital technologies, the beliefs that professors have on ICT in education, its intentions and different type use, technological and teaching. The theoretical sources used allow to highlight information on the level and type of use that professors make with digital technologies, as well as regular users and within the training process implemented. We also have used the results obtained in a previous research, where identified seven types of beliefs held by professors about the meaning and significance of digital technologies in the initial training of teachers. Finally, the pedagogical methods and technological integration of ICTs emerge as an adaptation to the matrix relationship between teaching skills and technological competencies proposal to measure the appropriation of ICTs in school settings (Chuen Lin, Yu Wang and Chun Lin, 2012).

Three types of analysis that allows the data: the relationship between patterns of integration and the type / level of use of digital technologies; the relationship between beliefs and different forms of integration; The relationship between the above three variables. The application of the questionnaire in a case study with professors from Chilean universities, reflect that the analysis of the data allows to determine the different tendencies to innovation with ICT that they possess.

Keywords:

ICTs, Initial training of teachers, Innovation, Beliefs.