Implementation of ICT Tools in Post-pandemic Schools in Spain: Language Teachers’ Perceptions

Abstract

The present study, focused on Spanish language teachers, pretends to determine how ICT implementation has evolved after confinement, when teaching returned to being face to face or hybrid. The objectives are knowing which have been the most applied ICT tools and their real use; learning about teachers´ perceptions of their digital skills, and their satisfaction degree with online teaching; identifying teachers´ attitudes towards a future ICT implementation, and finally, elaborating a multiple regression model of analysis to determine the relationship between the last two objectives with teachers´ years of experience and teachers´ opinion on post-pandemic ICT use. Accordingly, an ad hoc questionnaire was applied, receiving 700 answers. Among other things, findings indicate a higher frequency of use of those digital tools that allow instant messaging, facilitate collaborative networks, promote interaction, and store data. They also show that teachers´ perceptions on their technological competence and ICT utilisation in post-pandemic scenarios is rather low, although they say they will continue using these tools in the future. In conclusion, there is an imperative necessity to reinforce pre-service and in-service teachers´ digital training, with the aim of improving this situation. This urgency had already been highlighted in previous studies, and became clearly evidenced not only during lockdown, but after that period too.