Relational structure of the use of technological resources and the pedagogical beliefs of Primary Education and Secondary Education teachers. Personal and contextual factors

Teachers, in their teaching practice, link the use of ICT with their pedagogical beliefs, although this connection needs further study. For this reason, the aim of this paper is to determine the structural relationship between the use of ICT and the pedagogical beliefs of teachers, since both constructs contribute to ICT integration. A quantitative research design of correlational type and a sample of 1002 teachers of Primary Education and Secondary Education were used. The results show the positive relationship of the use of technological resources with the constructivist conception, while in the traditional conception the results are reversed. Similarly, they point to the existence of three groups. Therefore, teacher training in the constructivist conception is necessary.