Disposition and teaching capacity as a key factor in the exploitation and use of technologies.

Abstract

The use of technologies in the classroom must be sustained in conditions beyond the instrumental, and the conviction that it can have a positive effect on educational practice is fundamental; elements such as innovation, the skills of teachers, among others, are directly related to these conditions. This article collects the theoretical interpretation of different variables related to the disposition and capacity of teachers in the face of technologies, based on the analysis of the results of an investigation carried out on their practices at the university; the study is quantitative, descriptive, non-experimental, and diagnostic.