The integration of ICT in teaching practice in primary schools in southern Sonora.

Abstract

The objective of this study was to analyze the level of knowledge of ICT among primary school teachers in a city in southern Sonora. The TPACK questionnaire was administered online to a convenience sample of 75 teachers. The study followed a quantitative and descriptive-correlational approach. The results indicate a higher level of knowledge in the dimensions of Pedagogical Knowledge, Pedagogical Content Knowledge, and Content Knowledge, compared to Technological Knowledge. The overall score for Technological Pedagogical Content Knowledge was 3.90, indicating a medium level of integration. The study concludes that there is a need to strengthen teacher training in technological competencies and their pedagogical application.