University of Salamanca (SPAIN)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Pages: 3648-3654
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.1027
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
One of the greatest challenges of education and institutions is the integration and utilization of technology in the teaching-learning process. According to studies (García-Valcárcel, Basilotta and López, 2014; González-Rivallo and Gutiérrez-Martín, 2017; Medina y Ballano, 2015; Ornellas, Sánchez, Fraga and Domingo, 2015), this is usually done through the implementation of technological devices as teaching resources. The skills involved in the use of information are becoming more relevant over time. The main goals of this study are to elucidate the role of technology in education as a supporting tool as well as the effects it produces in the classroom environment; this raises a question about the importance of internalizing the use of technologies in education to encourage learning and its adaptability to different contexts.

Firstly, in order to understand how the interiorization of technologies is achieved we analysed the different stages users go through, namely: access (acquisition), adoption (consume) and appropriation (internalise). Special emphasis is placed on the last stage since this one allows the user to generate its own content and get used to the technology involved. New technologies always create a barrier between those who can use them fluently and those who can not, but this goes beyond the digital divide. In our sense, the term fluidity refers to the use of technology and how to build significant learning of contents produced by this technology. For the reasons above, it is essential to go beyond the mere use of technology and to acquire real fluidity with them.

Finally, aiming to elucidate the paper of the inclusion of technology in education like a tool that can not be limited as a mere resource in the classroom, the importance of formating teaching staff in digital competence is studied. To conclude, in the present research we suggest the necessity of didactical formation beyond technical training, to make sure that ICTs encourage learning and contribute to educational innovation.
Adaptation and Appropriation, Digital divide, Education, Technology.