@article{
 title = {Factores que afectan la incorporación de tecnologías emergentes en el aula: Una mirada desde expertos (docentes) iberoamericanos},
 type = {article},
 year = {2018},
 keywords = {Emerging technologies,Teacher perceptions,Teaching,Technology incorporation},
 id = {2f6cc626-2947-32a3-837e-301a79f9d07d},
 created = {2020-04-21T10:50:07.835Z},
 file_attached = {false},
 profile_id = {2bc374b3-d05a-301d-b1b9-474b88b895bd},
 group_id = {b4fad5e0-450f-39c7-a50e-7f60deccd24e},
 last_modified = {2020-04-21T12:22:11.411Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 citation_key = {Sosa2018},
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 abstract = {This study explores the factors affecting the incorporation of emerging technologies in the classroom from the perceptions of several Ibero-American teachers. The sample was made out of 132 teachers from 18 countries. Data was recollected using an anonymous survey. Results showed that the main intrinsic factors which impede the incorporation of ICT are: the perceived utility towards technology, skillfulness on the use of ICT, and motivation, whereas, extrinsic factors are infrastructure, teachers training and context demands.},
 bibtype = {article},
 author = {Sosa, Edgar Andrés and Salinas, Jesús and De Benito, Bárbara},
 journal = {Espacios}
}

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