1. WHAT DO PROFESSORS OF INITIAL TEACHING TRAINING PROGRAMS BELIEVE AND DO CONCERNING DIGITAL TECHNOLOGIES ? FONDECYT PROJECT 11110455 Barcelona, June 20th, 2014 Jose Miguel Garrido-Miranda Valentina Haas Sonia Pino www.pedagogia.ucv.cl

2. INTRODUCTION What´s the problem? Digital technologies should help developing higher skills for social and educational purposes There are generational differences shown by teachers and students as technology users The gap between the expectations about digital technologies and what actually happens in the lessons with them. Difficulties in access to an adequate technology infrastructure in the lessons Different levels of skills for technological and pedagogical uses shown by teachers teachers beliefs about the ict role and contribution on learning process than strongly influence what is finally done in the lessons.

3. THEORETICAL DISCUSSION Why should we research about it ?  the relationship between what it has been thought and done with digital technologies and the teacher´s pedagogical beliefs when deciding what to do with them, and the potential opportunities offered by these technologies (Lim & Chai, 2008 ). Little has been explored about Initial Teacher Training Programs, and how professors think and what they do with digital technology The role of the initial teacher training in modeling the student teachers in their future teaching style (Hargreaves, 2003; Marcelo 2009). Since a Socio-constructivism construction of knowledge (Berger & Luckmann, 1996) and from an ecosystemic glance about in pre teaching environments (Zhao & Frank, 2003) The use and reasons professors have for using digital technologies in their teaching practices, can help understanding the type of innovative experience that future teachers are facing

4. Investigation (Fondecyt Project 11110455),  relationship between belief and practice, were searched the matches and contradictions between the beliefs shown by professors and practices with the described digital technologies. Mixed, sequential exploratory research design,(Creswell, 2009; Teddlie and Tashakkori, 2009) 1) to know the beliefs and common use that these teachers perform with digital technologies. 2) To describe in detail the good and bad experiences in using digital technologies in their lessons practices. Analyze the relationship between beliefs and practices, along with the type of digital technologies among 103 professors at primary teaching training programs in Chilean universities 2011- 2013

5. 3. RESEARCH DESIGN Mixed, sequential exploratory research design STEP 1 structured questionnaire identify the uses, beliefs and level of innovation in the use of digital technologies in learning experiences (Garrido & Ponce, 2012). (N = 113) Professors Group 1 Professors Group 2 Professors Group 3 Professors Group 4 STEP 2 select informants from each group identified belief in the previous stage protocol of semi -structured interview To obtain detailed descriptions of good and bad teaching practices carried out with the use of ICT in classes. (N=40)

6. RESULTS 68,7% Age range 35-55 36,6% Age range 35-45 13,4% Age range Under 35

7. Time devoted to the use of digital tecnology 58,4% + 10 hours weekly 12,4% - 5 hours weekly Purpose of use 81% teaching 23% Performance and academics 18,3% Extension activities 35,7% Research RESULTS

8. Pedagogical DimensionLesson description% Directive teaching In my lessons I face the contents articulating my lectures, some of the most important readings and tests at the end of the units when evaluating the students in order to check how much they have learned. 24.8 Cognitive Activities learning In my lessons I face the contents through class to class activities in which I ask my students to work on concept mapping. 4.4 Constructive Learning In my lessons I face the contents through activities in which the students must work on problem solving or research projects. 51.3 Social Learning In my lessons I face the contents through activities in which the students must discusse, analyse, deepen with other students the topics they should learned. 19.5 Table 1. Informant ´s distribution concerning pedagogical intencionality in their lessons.

9. RESULTS 1.“It's absurd to imagine that in today's society, a student can function in life without using digital technologies such as cell phone, email or the Internet.« 2 “Incorporate ICT in peoples education is essential because they provide access to new opportunities for the most vulnerable sectors of society" Table 2. Beliefs shared by professors that prefer constructivist lesson design and social learning

10. RESULTS ICT BELIEFS AND USE IN DIRECTIVE TEACHING  they show a critical position to the use of digital technologies in learning activities 1 students prefer to use them in personal social activities rather than in training activities 2 The principal use made with ICT in university teaching is related to information search and papers preparation, 3 use for presentations (power point or prezi ); students communication outside the classroom (email) ; and administration and management courses ( attendance, grades ). 4

11. RESULTS ICT BELIEFS AND USE IN COGNITIVE LEARNING ACTIVITIES virtual environments are attractive because the students "are free to act because there is no need of adult participation or approval these professors may intend, the use of digital environments in order to develop students autonomy To prepare students for presentations (power point or prezi ); communication with students outside the classroom (email) ; the use of demonstrations, through, simulations or concept maps ; management courses (attendance, grades )

12. RESULTS ICT BELIEFS AND USE IN CONSTRUCTIVE LEARNING ACTIVITIES "more freedom and flexibility to decide when and where to conduct their activities “ (Autonomy), to promote " think and act differently from their teachers. (Autonomy) Major ICT practices in training these teachers are declaring to preparing students for presentations (power point or prezi); communication with students outside the classroom (email); the use of demonstrations, through, simulations or concept maps ; management courses ( attendance, grades ); track students perform.

13. RESULTS ICT BELIEFS AND USE IN SOCIAL LEARNING ACTIVITIES preparing students for presentations (power point or prezi); communication with students outside the classroom (email); monitoring students; and management courses (attendance, grades). No beliefs

14. CONCLUSIONS Relationship between beliefs and the teaching dispositions to organize the lessons, and the added value acquired by the use of digital technologies This relationship is more deep when comparing the descriptions of ICT use reported by professors who choose directive lessons designs, with those professors who choose designs with greater autonomy and flexibility of the student. those most directive teaching believe less in the formative contribution of digital technologies and their role in the development of autonomy and knowledge construction. all teachers share some beliefs and practices with ICT: search and preparation for classes, presentations and the use of communication outside the classroom. This implies that there is a level of common usage, which then differentiates according to the type of lessons that is preferred and the pedagogical intention.

15. PROYECTIONS new perspectives for the analysis of Experiential ict repertories With effective ict use for students Improving ict in initial training teaching programms Professors being more innovative