ICT competency profiles in the teacher's educational practice to respond to the challenge of remote teaching

Abstract

Knowledge and skills in the use of technologies in the didactic and pedagogical sense in relation to the impacts on the teaching and learning processes have been a trend of study. This research focused its attention on describing and examining profiles and levels of appropriation of Information and Communication Technologies (ICT) in the professional practice of the mathematics teacher based on the uses that from the didactic and pedagogical are present in the microcurriculum of this discipline, the relevance of this study is due to the characteristics of the current student population and additionally because at these crucial moments in human history where the use of ICT is no longer optional because it must attend a remote teaching. This research worked with mathematics teachers from 17 elementary and middle schools in the Colombian Caribbean region collecting information through interviews, focus group, non-participant observation, documentary review, and didactic analysis. From the analysis of the results, it is evident the low use that teachers give to technologies from the pedagogical and didactic point of view in an integrated way in the microcurriculum and their professional practice, and mostly a purely instrumental use of technology in the microcurriculum is identified. From the study it is possible to conclude the little development of ICT skills in the mathematics teacher and emerging aspects that would make it possible to optimize school learning, complementary to previous ones described in the literature