Abstract

This study describes the level of adoption of information and communication technologies in teaching in three Latin American countries. It also a nalyzes factors that affect the process by which teachers incorporate these technologies into their classrooms. In order to do so, an online survey was conducted with 89 teachers. The results show that most of the teachers rated themselves at the highest levels of technology adoption. However, the analysis reveals diff erences between countries associated with individual-type factors, such as the perception of ICT’s contribution to teaching and learning, and the training and knowledge teachers have in this realm. By contrast, t he profession al culture was n ot correlated to these differences, and the various actors with which teachers interact, s uch as the educat ion ministry and school administration, displayed a non-linear relationship with technology adoption. This suggests the need for a better understanding of the complex relationship between the culture, the various actors involved, and the degree to which teachers adopt technology in education