Pedagogical support and technology implementation in the classroom: perceptions of Costa Rican teachers and principals
DOI:
https://doi.org/10.58763/rc2026566Keywords:
ICT integration, pedagogical practices, educational leadership, educational innovation, teacher professional developmentAbstract
Introduction: This study examines the integration of digital technologies for learning in public schools in Costa Rica, based on the perceptions of teachers and school leaders, considering both the pedagogical support available and its implementation in the classroom. Methodology: Conducted with a quantitative, ex post facto, cross-sectional design, an online instrument was administered to 951 participants through a non-probabilistic sampling method. The structured questionnaire focused on two key dimensions: pedagogical support and resources, and classroom implementation. Results: Findings reveal a generally positive appraisal of digital technology use, with resource searching and creation highlighted as frequent practices. However, weaknesses were identified in the use of open educational resources and in digital plagiarism detection. Furthermore, teachers held more favorable perceptions than school leaders, with statistically significant differences observed in both dimensions. Conclusions: In conclusion, although there is a growing appropriation of ICT in educational settings, challenges remain regarding critical integration, interdisciplinary collaboration, and ethical use.
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