Abstract:

The use of new technologies of information and communication in the classroom has brought with itself new technologic tools which help to improve school processes in areas like the flexibilization of teaching learning methodologies and a new renewed administration and evaluation of the information that flowing daily on the web. Between these technologic tools we can find the learning virtual platforms (LMS) highlighting the great importance that the Moodle virtual platform has acquired in the last decade, offering solutions for the creation of courses based on a constructivist social pedagogy.

Regarding the teaching that is immersed in this process, different studies have revealed a number of factors which could influence in the decisions of teachers in order to use these learning virtual platforms with the purpose of getting the maximum benefit: access to resources, easy to use, resistance to changes, technological support in the school or the own inexperience in the learning of these tools. However, most of the studies refer to university teaching, and little literature covers the status of this question in the secondary teaching.

Based on this, the present study is focused on the training and implementation that the teachers do about the use of the new technologies (ICT) in the secondary teaching and the virtual platforms of learning, specially Moodle. Due to this, it was used a questionnaire type Likert of 5 points with a sample of 37 participants as data collection instrument. The conclusions pointed out that teachers have a high knowledge about 2.0 tools to use in the classroom, as well as the virtual platform Moodle; However, this knowledge is not correlated to its use, since the results show very little use of them.

Keywords:

Virtual learning environment, Moodle, ICT competence, teacher, new technologies.