The digital gap in science education in Spain during the LOE and LOMCE educational laws
DOI:
https://doi.org/10.51302/tce.2024.20151Keywords:
information and communication technologies (ICT), science education, Primary Education, computers, educational reforms, LOE (Organic Law 2/2006, of May 3, on Education), LOMCE (Organic Law 8/2013, of December 9, for the Improvement of Educational Quality), educational technologyAbstract
The last two curricular reforms in Spain, the LOE (Organic Law 2/2006, of May 3, on Education) and the LOMCE (Organic Law 8/2013, of December 9, for the Improvement of Educational Quality), have promoted the integration of information and communication technologies (ICT) in science education. However, the role of these reforms in the pedagogical practice of teachers (men and women) is a little investigated aspect. This study examines to what extent Primary Education teachers (N = 719) have used ICT for science education during these educational laws and what role continuous professional development has played in this. To this end, a secondary analysis of TIMSS 2011 and TIMSS 2015 is carried out, whose data collection took place during the LOE and the LOMCE respectively. The results show that i) there was little availability of computers and digital tablets for students; ii) an extremely scarce use of ICT for science education, without greater frequency during the LOMCE than the LOE; iii) little participation of teachers in continuous professional training courses on ICT; and iv) teachers who did participate in such courses have more frequently integrated ICT into their science classes. These findings are concerning, as they reveal a modest impact of educational reforms on the strategies and didactic resources employed by teachers for science education, which results in a status quo of Spanish science education.
Supporting Agencies
Este estudio de investigación ha sido desarrollado en el marco de un proyecto financiado por la Agencia Estatal de Investigación de España (PID2020-117348RB-I00/AEI/10.13039/501100011033)
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Copyright (c) 2024 Iraya Yánez-Pérez, Radu Bogdan Toma, Jes´us Ángel Meneses-Villagrá
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