Integration of ICT in Initial Teacher Training at the University of Los Lagos

Abstract

The purpose of this study was to assess the current state of ICT integration in the teacher training programs at the University of Los Lagos, Osorno and Puerto Montt campuses in Chile. Documentary research was used to gather information, analyzing the curricula and study programs implemented in ICT education. The results reveal significant disparities in ICT training, reflected in substantial differences in the number of hours allocated between the programs at both campuses. Furthermore, according to Chilean ICT standards for teachers, students dedicate a high percentage of their time to the pedagogical dimension, but not to the management dimension. Following this analysis, several proposals are made, including incorporating ICT into the teaching methodologies of the specialization and into practicum processes, as well as developing instruments to measure ICT proficiency both at the beginning and end of the training program.