Pontificia Universidad Católica de Valparaíso (CHILE)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 1651-1658
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
One of the big reasons that drives interest in supporting and improving the integration of digital technologies in the teaching and learning is linked to the development of higher order skills necessary to interact in contemporary society they promote (UNESCO, 2003 , Kozma, 2005). However, several studies show a gap between the expectations about digital technologies and what actually happens in the classroom with them. Along with this there are generational differences shown by teachers and students as technology users; as well as difficulties in access to an adequate technology infrastructure in the classroom; along with the different levels of skills for technological and pedagogical use shown by teachers. On the other hand, teachers have beliefs about the role and contribution that can play digital technologies in the teaching and learning process than strongly influence what is finally done in the classroom (Rienties, Brouwer & Lygo-Baker, 2013; Jimoyiannis & Komis, 2007).

Research analyzing the relationship between what it has been thought and done with digital technologies in the classroom, leads to the conclusion that the pedagogical beliefs of teachers are more significant when deciding what to do with them, and the potential opportunities offered by these technologies (Lim & Chai, 2008). However, little has been explored about Initial Teacher Training, particularly concerning how professors think and what they do with digital technology . Investigate this is relevant because of the role of the initial teacher training in modeling the student teachers in their future teaching style. (Hargreaves, 2003; Marcelo 2009). Since a Socio-constructivism construction of knowledge (Berger & Luckmann, 1996) and from an ecosystemic glance about incorporating digital technologies in training environments (Zhao & Frank, 2003), finding out for what and how teachers trainers used digital technologies in their teaching practices, can help understanding the type of innovative experience that future teachers are accessing.

In this context, this paper presents the results of an investigation (Fondecyt Project 11110455), developed between 2011 and 2013 which analyzed the relationship between pedagogical beliefs and practices, along with the type of digital technologies among one hundred eighteen professors at primary teaching training programs in Chilean universities. Through a mixed, sequential exploratory research design,(Creswell, 2009; Teddlie and Tashakkori, 2009) two stages of analyzes were performed. The first was designed to know the beliefs and common use that these teachers perform with digital technologies. The second, was intended to describe in detail the good and bad experiences in using digital technologies in their classroom practices. As a final analysis of the relationship between belief and practice, were searched the matches and contradictions between the educational beliefs shown by professors and good practices with the described digital technologies.

The results allow to describe different "expressions" of innovation about digital technologies , which coexist simultaneously in student teaching training that are related to more directive or conductist perspectives or more constructivist positions about the teaching role, as well.
Teaching Training, Classroom Innovation, Educational Beliefs.