Scientific-technological competence in the training of future teachers: self-perception regarding the integration of ICT in the classroom

INTRODUCTION. We are currently looking for a competent teaching model able to face the new challenges of the knowledge society. Among the "desirable" competences a teacher should have, scientific and technological competences manifest themselves as of utmost importance since they are key to explore and include all the opportunities offered by Information and Communication Technologies (ICT) in their teaching practices. METHOD. This study adopted a descriptive-correlational design, whose purpose was to analyze the perception of future teachers about their scientific competence regarding the use of ICT. For this purpose, an ad hoc questionnaire was developed, with 30 items and four response options. The questions included aspects such as their attitude towards the use of ICT, what importance they attached to the inclusion of ICT in the classroom, as well as their perception about whether they were really prepared to face the challenge of using them in their subsequent professional career. RESULTS. The results reveal that trainee teachers feel technologically competent, but admit that they are not able to integrate ICT into the classroom even though they know what teaching opportunities they offer. In turn, the participants have a positive appreciation of the use of ICT in the classroom, although they recognize a number of training needs to ensure their success when working as teachers. A positive relationship is established between the assessment of ICT in teaching, its effects on learning, knowledge of its use for teaching purposes and how to include it in their teaching careers. DISCUSSION. There is an evident need to reform training programs on educational technology in order to achieve a balanced integration between scientific knowledge of technological tools and didactic-pedagogical knowledge.