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dc.contributor.authorBeltrán-Sánchez, Jesús Alfonso
dc.contributor.authorGarcía López, Ramona Imelda
dc.contributor.authorRamírez-Montoya, María Soledad
dc.contributor.authorTánori Quintana, Jesús
dc.contributor.editorVidaurri, Gabriela
dc.description.abstractThe present investigation aims to identify the factors related to the integration of the Inclusion and Digital Literacy Program (IDLP or PIAD in Spanish) in the activities carried out by elementary school teachers in Mexican public institutes. To that end, a quantitative methodology with an explanatory scope was used, along with a sample size of 203 teachers from a county south of the state of Sonora, Mexico. Four remaining factors from the theoretical review (educative, personal, pragmatic and contextual) were measured and the results obtained show that the variables associated to the personal factor of the professor are those that are able to explain and impact to a greater degree the integration of the program. It concludes the presence of a manifested necessity in regards to the reformulation and development of capacitation programs and awareness over the impact of technology and the benefits that it brings with the purpose of accomplishing the learning process.es_MX
dc.publisherUniversidad Autónoma de Baja Californiaes_MX
dc.relationCONACyT SEP-SEBes_MX
dc.rightsOpen Accesses_MX
dc.titleFactors influencing the Integration of the Digital Literacy and Inclusion Program into Primary School Teachinges_MX
dc.typeArtículo / Articlees_MX
dc.identifier.journalRevista Electrónica de Investigación Educativaes_MX
dc.subject.keywordAlfabetización informacionales_MX
dc.subject.keywordDocente de escuela primariaes_MX
dc.subject.keywordTecnología educacionales_MX
dc.subject.keywordActitud docentees_MX
dc.contributor.affiliationTecnologico de Monterreyes_MX
dc.subject.countryMéxico / Mexicoes_MX

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