Creación y validación de un instrumento para valorar la percepción docente respecto al uso de las TIC para el aprendizaje significativo en instituciones universitarias colombianas

Résumé

In the field of Colombian Higher Education (ESC), and in response to new trends within the competency-based training model, with a pedagogical practice mediated using ICT, teachers have seen the need to break with traditional teaching paradigms and adapt to the demands of the current knowledge society, even leading them to change the optics with which they develop their professional teaching practice. Situation that forced researchers in the field to devise instruments that support the study of the perception of teachers, in relation to the usefulness of ICT, based on the context where they carry out their practice. Thus, the general objective of the research was to create and validate an instrument to assess the teacher's perception regarding the use of ICT in pedagogical practice and its impact on significant learning in the field of ESC institutions. For this, a mixed method was used, executed first from a qualitative phase that began with the review of various research articles referring to the assessment of ICT tools for the achievement of meaningful learning in ESC students and interviews with expert professionals, then the information was explored, collected, selected, analyzed, interpreted, contrasted and synthesized, with which the necessary elements were obtained to establish, from the quantitative phase, the initial dimensions of the instrument, then subjected to a review by a linguist, later prepared a draft that was submitted to expert judgment to review relevance and adequacy, based on the Lawshe method. A pilot test was carried out, with a sample of 5-7 subjects for each item evaluated. Thus, Cronbach's alpha statistic should have been >=0.70 to include the item. The construct validity was carried out with the technique of exploratory factor analysis, method of principal components and rotation, to explain most of the total variance of the instrument. The confirmatory factor analysis technique was used to validate the structure obtained with the EFA, resulting in a 31-item instrument. The foreseeable impact of the elaborated instrument lies in its contribution to identify teachers' perceptions regarding the use of ICT, which will help to design and work on contextualized teacher development plans that aim to overcome them and work in pedagogical practice in a effective, to achieve meaningful learning in students.