Abstract

The objective of this study was to characterize the modalities of integration of digital technologies into Chilean initial teacher training and to identify the variables associated with the adoption of a particular modality, based on the study programs of all Elementary and Secondary Pedagogy programs currently admitting students. A content analysis of the information available from all the elementary and secondary pedagogy programs, informed by the Ministry of Education of Chile (n = 225), was conducted in order to identify ICT content in the curriculum and the graduate profiles. We found that there were four modalities of integration: only in graduate profiles (16%), only in subjects (26.2%), in profiles and subjects (22.7%), and no integration (35.1%). We also found that these profiles were distributed homogenously, without differentiation in terms of tuition fees, years of accreditation, proportion of lecturers with a doctorate, specialty (elementary or secondary education), membership of the Council of Rectors of Chilean Universities, the ratio of computers to students, and the proportion of full-time lecturers. It was only possible to identify a significant difference by geographical location, where the north of the country shows a significantly higher proportion of non-integration. These results indicate that a high proportion of study programs do not integrate ICT at all, even at an introductory level, which, in the light of the discussion on public ICT policy in schools, can be interpreted as an inadequate starting point for the initiation of plans that require both advanced ICT skills and the development of skills for implementation in the classroom.