Pedagogical usability of the Internet in Telesecundaria teachers: students' perspective

Abstract

The aim of the research was to identify the perception of Telesecundaria students regarding the pedagogical use of the Internet by teachers. A quantitative, non-experimental, transactional and correlational methodology was used. 94 students participated, of the 397 that make up the population, from the three school grades of eight tele-secondary schools of the 907-supervision department in Ciudad Obregon, Sonora, México. A questionnaire with a Likert-type response scale (always, almost always, almost never, never) was applied. The five dimensions studied were: computer skills, information skills, digital communication skills, knowledge construction and didactic strategy. They were classified into expert, advanced, intermediate and initial level. It also featured the general data section and the conditions of the facilities and infrastructure that the institution has. The results indicated that teachers are located at an intermediate level (35%) regarding the pedagogical use of the Internet. There is a significant relationship between the availability of resources and facilities with the dimensions of computer skills and knowledge construction. It was concluded that it is necessary to value the usability of the Internet to favorably influence student learning. One limitation was the low attendance of students at the time of the application of the instrument. This study revealed the reality of the Telesecundaria system in southern Sonora, Mexico, in terms of infrastructure conditions and teacher training in the use of technological resources.