Identification of key components in the integration of information and communication technologies for digital knowledge and learning of graduate teachers in Mexico.
Abstract
This study sought to determine the validity and reliability of a scale to measure the integration of information and communication technologies in the digital learning of graduate professors in Mexico. With a purposive sample of 410 master's and doctoral professors from various higher education institutions, a quantitative, non-experimental, cross-sectional and explanatory study was conducted using confirmatory factor analysis. The results identified six key components: perception of usability, belief in usefulness, teacher technostress, teacher digital skills and teacher computer self-efficacy, among the 60 variables observed. This study highlights the importance of these variables to improve the quality of learning, foster educational inclusion, increase efficiency, promote pedagogical innovation and adapt to new educational trends.
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