The study focuses on university teaching staff and the reasons why they do not regularly use digital technologies as a teaching-learning tool in the university classroom. The main objective is to identify the resistances to the use of digital technologies of the instructors of the Faculty of Educational Sciences of the Autonomous University of Barcelona. A sequential mixed methodology is used. First, we apply a questionnaire to instructors (N = 78) and, afterwards, we carry on interviews with teachers and managers. The results show habit, management of innovation, lack of training, clockwork and investment in updating as the main resistances to the use of digital technologies. In conclusion, it is determined that the use of digital technologies is scarce, that their use does not depend so much on age or job stability, but on the predisposition and self-perception of knowledge of digital technologies, as well as the lack of planning and evaluation in the institutionalization of change are two of the biggest barriers.
|Number of pages||8|
|Journal||Aula Abierta. Revista del Instituto de Ciencias de la Educación de la Universidad de Oviedo|
|Publication status||Published - 2019|