Phenomenology of the adoption of Information Communication Technologies in teachers of a Public Research Center.

Abstract

The adoption of Information Communication Technologies(ICT) in teaching-learning processes is a highly complex multifactorial phenomenon, where teachers are actors with a high specific weight to achieve this adoption. In this document, the identification of the factors that affect to a greater extent the adoption of technology by teachers of a Mexican Public Research Center is deepened. In this exploration, the descriptive phenomenology proposed by Amedeo Giorgi is used. The findings suggest that neither the knowledge, nor the familiarity, nor the attitude towards technology, represent a problem, being the lack of economic incentives towards the practice of teaching, the fundamental factor that inhibits the use of ICT in this task.