Abstract

Background.  In higher education, the evaluation of the use of technologies shows discrete results in terms of teaching. In a deeply technologized society, this fact contrasts with the high level of digitalization in the teachers’ daily practice: they regulate their lives according to the digital technology principles.

Aims.  This research aims to contrast the digital practices of teachers outside and inside the classroom based on a model of technological adoption that qualifies the uses of ICT and the level of appropriation that these uses imply.

Method.  This effect was analyzed using a non experimental descriptive methodology, and a survey was conducted to establish the level of technological adoption in teachers’ lives and teaching practices.

Results.  In private life, how teachers use technology allows the expansion of tasks carried out towards horizons that traditionally cannot be reached without its use. This is not the case in teaching, where the use of digital tools contributes to implementing traditional practices. Concerning teacher training, teachers perceive the need to direct it to expand the digital experience, although in their professional practice, they continue to have a clearer orientation towards reproducing those traditional practices.

Conclusions.  The results show that technological adoption in private life is mainly orientated towards a widening level, whereas teaching focuses more on switching traditional tasks to others that, even though they imply the use of digital technologies, do not innovate in practice.

Keywords: Digital adoption in teaching; technological adoption levels; higher education; teaching practice