Abstract:

Vertiginous changes in many aspects took place when the technological revolution began, including education. Although education by itself has made a progressive development from the basic capabilities to write, read, and understand to nowadays in which school seeks that people acquire skills for a better social and productive performance, the technological revolution is changing the teaching-learning process, as the actual trend is total digitalization. This is a challenge that must be held by higher education institutions (HEI) worldwide.

Hence, illiteracy cannot be defined as a unique concept as it not only refers to not to know writing and reading but also as a new concept including new types of illiteracies: cultural, emotional and technological. These new kinds of illiteracies differ from conventional ones as these include further components such as tools, abilities, and skills related to the use of technology to face new challenges.

The purpose of this study is to identify teacher’s attitudes in Escuela Politecnica Nacional (EPN) towards technological literacy, as this HEI is one of the leading universities in Ecuador due to its recognized quality in science, technology, engineering, and mathematics (STEM) education. Additionally, EPN has several digital tools to support teaching that are underused.

The investigation was conducted with a mixed exploratory focus in which experts validated interviews and surveys. Then, participant’s points of view were collected regarding their realities and significant results associated with the underuse of digital tools and teacher's attitudes related to ages and type of contractual relationship where found.

Keywords:

STEM Experiences, technological literacy, teacher´s attitudes.