THEORETICAL GUIDELINES FOR USE OF TECHNOLOGY INFORMATION AND COMMUNICATION IN TRAINING UNIVERSITY TEACHING

This article aimed to formulate theoretical guidelines for the use of Information and Communication Technologies in university teacher training education program at the Universidad Nacional Experimental Rafael Maria Baralt (UNERMB) extension: Los Puertos de Altagracia, Zulia state. Input from Cabero (2007), Barrera (2007), among others, were considered. Methodologically, its paradigm was framed in positivism, of descriptive, correlational field, with no experimental, cross-sectional design. The population was formed by 73 teachers. As for the technique for data collection questionnaire as an instrument, in the form of observation guide with 48 items, 24 for each variable it was used, according to the Likert scale, with three alternative answers. To validate the instrument technique 9 expert judgment it was applied. Reliability was determined using Cronbach's alpha coefficient, giving a value of 0.83 for Information and Communication Technologies and 0.95 for teacher training. The Pearson correlation data were analyzed using descriptive statistics and frequency distribution results expressed in percentages (%) frequency, and. The results showed that the variables of Information and Communication Technology and Teacher Education have substantial weaknesses and need to be strengthened. Finally, research made theoretical guidelines for the use of Information and Communication Technologies in university teacher training program UNERMB education, extension: Los Puertos de Altagracia.