Una política acertada y la formación permanente del profesorado, claves en el impulso de los centros TIC de Andalucía

Abstract

This paper displays some of the results from research carried out in Andalusia (Spain) to evaluate the impact of the educational innovation policy developed by the regional government through widely introducing Information and Communication Technologies (ICT) in primary and secondary schools (ICT Centres). Specifically, the effect of the measures used to integrate ICTs on the educational administration and education centres is analysed. This integration is analysed not only at an institutional level, concerning the organization of the centres, but also in that referring to the permanent teacher’s training actions and the implications and repercutions in the teaching-learning processes and the classroom and thus its repercussions in teaching-learning processes.