Analysis of the elements of the primary education curriculum for the insertion of Information and Communication Technolog

Abstract

The general objective of this study was to analyze the elements of the primary education curriculum for the insertion of information and communication technologies. As for the theoretical, the theories of: Hernández and García (2017), National Commitment to Education (2017) and the Ministry of Education, Republic of Colombia (s/f) were considered. The methodology was oriented with the type of analytical research, with a design: non-experimental field, transectional, the population (63) teachers and the sample was 39 subjects, the technique used to collect the data was the survey through a questionnaire with 21 items, validation was carried out with the judgment of five doctors in education, the reliability given the pilot test was 0.79 of high magnitude according to Cronbach. The information analysis techniques: it was carried out through double-entry tables and graphs by: variables, dimensions and indicators in percentages and the Spss Statistic version 18.0 statistics was used. It is concluded: almost never, teachers; insert ICTs in the development of competence with knowledge, skills, attitudes and values ​​in a specific context, to solve problems in various areas of life. Almost never teachers; They insert ICTs into the knowledge, skills and abilities, ensuring that students can naturally process the curricular contents, as well. almost never teachers; They insert ICTs into educational strategies through methods and procedures seeking to achieve meaningful learning with the application of specific techniques.