Institutional Self-Assessment as a Strategy for Defining Technological Adoption at Educational Institutions

Abstract

This study aims to characterize the level of appropriation of Information and Communication Technologies (ICT) for school administration at a Colombian educational institution and conducted using a qualitative approach and an evaluative research method. For data collection, the following tools were used: (a) a checklist of the school technological infrastructure; (b) documentary analysis of ICT policies and guidelines in institutional documents; (c) a survey administered to forty teachers and five administrators; and (d) a focus group with nine students. These instruments were employed to gather their perceptions regarding the use of ICT. Data analysis was carried out using a categorical matrix in Microsoft Excel, which allowed for triangulation of the information and assessment of the indicators established in the ICT Baseline. Results indicate that alignment between the Institutional Educational Project and national and international public policies related to ICT appropriation in schools, is necessary. Emphasis should, therefore, be placed on addressing the training needs of the institution’s teaching staff in order to propose a potential plan that contributes to curricular and pedagogical updating within the institution. It can be argued that the educational institution is at the level of ICT incorporation, which implies that ICT is included for some teaching practices, but not across the board. Furthermore, criteria exist for the development of technical skills related to the instrumental use of ICT within the curriculum.