Institutional determinants of technology use in the classroom: A multivariate analysis approach
DOI:
https://doi.org/10.36097/rsan.v1i65.3768Keywords:
Online learning, Access to education, Use of devices in the classroom, Institutional policies, Digital inclusionAbstract
Given the growing demands for digital transformation in the educational field, it is essential to examine the institutional conditions for integrating digital technologies into the classroom. In this context, the study aims to determine the influence of such institutional conditions on the use of digital technologies in the school setting. A quantitative, correlational, and cross-sectional approach was employed, using a non-experimental design. The population consisted of 321 master's students, and the sample comprised 175 participants selected through simple random sampling with a 95% confidence level. Data were collected using a questionnaire validated by experts. The analysis included descriptive and inferential statistics, confirming the influence of four key factors: institutional guidelines, use of devices, type of institution, and the operational status of computer labs. Cluster analysis identified two profiles: the first (71.4%) corresponds to teachers from public institutions with low Internet use in class; the second (28.6%) includes younger teachers from private institutions who more frequently use digital devices. In conclusion, institutional conditions influence the integration of digital technologies in the classroom.
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Copyright (c) 2025 Ana María Padrón Medina, Yoskira Naylett Cordero , Francisco Xavier Dueñas Espinoza , Nayade Vanessa Domenech Polo, Jhonny Villafuerte Holguín
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