Purpose

The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico.

Design/methodology/approach

This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues.

Findings

Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society

Research limitations/implications

This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts.

Practical implications

This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students.

Originality/value

Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.

中文翻译：

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教师对教育中 ICT 问题的看法：墨西哥性别和地区的近似值

目的

本研究的目的是分析教师对信息和通信技术 (ICT) 的看法及其对学生的影响，比较墨西哥农村和城市地区的男女教师。

设计/方法/方法

这是一项带有经过验证的问卷的定量研究，该问卷记录了墨西哥东北部一个州的学校教师的看法。该问卷是通过采访 20 名在学生使用技术方面遇到问题的教师而设计的。他们的学生感受到的主要问题是网络欺凌、网络暴力、网络色情、过度使用电子游戏以及缺乏使用数字技术的能力。考虑到这些问题以及学校为解决这些问题所做的努力，应用假设检验来确定性别（女性或男性）和地区（农村或城市）之间的差异。

发现

教学人员的性别和学校所在的地区都是影响将影响学生福祉的 ICT 问题纳入教育议程的意愿的变量。虽然教师是为学生准备如何应对这些挑战的主要参与者，但在主要由男教师或位于农村地区的学校中的学生将更容易成为这些问题的受害者。数字社会中的 ICT 风险

研究限制/影响

本文仅提供了对 ICT 和教师看法的第一种方法。有必要扩大此类研究的范围，以包括不同的教育背景，并提出问题，以更详细地揭示学校如何处理 ICT 及其可能的风险以及影响其成功或失败的因素这些尝试。

实际影响

这一发现可以帮助学校推广专注于应用信息通信技术促进学生蓬勃发展的计划，并帮助他们应对数字技术在年轻学生中产生的风险。

原创性/价值

尽管已经进行了多项研究来解决教师对不同主题的看法，但还没有具体研究教师在处理技术和让学生为 ICT 带来的问题及其风险做好准备方面的自我认知。这项研究有助于研究教师的看法对教育技术采用的影响，以及这种影响如何因性别和地区而异。