ICTs from teacher training and practice in the Dominican Republic: progress and challenges

Abstract

In recent years, the Dominican Republic has made a high investment in ICT equipment and training for teaching staff, with a view to improve student learning outcomes. It is, therefore, that in order to know the effectiveness that these policies have had in the educational context, it is necessary to analyze from practice how teachers assumed their training and skills in the use of these tools, as well as the many ways in which this tools are used from the classroom to improve the teaching process. In this sense, through a quantitative study, with a non-experimental-cross-sectional design of a descriptive study and with a probabilistic sample, it is intended to analyze teacher training in ICT in the Dominican Republic and how it is reproduced in the context of the classroom. The results reveal that, despite the high investment in training, traditional teaching practices that are little related to the training received still persist from the classroom. This leads to pay close attention to teacher training processes, as well as their transfer and adaptation to the reality of the classroom.