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Abstract
The implementation of Information and Communication Technologies (ICT) in higher education contexts has become commonplace nowadays. Nevertheless, the question remains as to what extend technology has had a real impact on teaching and learning processes. In general, quantitative evaluation methods have been proposed which concentrate on the use of standardized tests that provide relevant but limited information in terms of evaluating the use of ICT and managing the development of technology-supported programs. This research proposes a qualitative approach which aims to identify how acquainted the teaching staff are with ICT and how they use it and transform it in their courses. Five university teachers were interviewed, and their courses observed throughout a semester. Their performances were ranked according to ICT appropriation levels, ranging from lesser to greater complexity, taking into account what they said and did in their courses. Results showed that on the basic levels of appropriation the teachers used the ICT as a tool that facilitated the storage, transmission and organization of their course material, and no substantial difference was found between courses of compulsory attendance and ICT-supported courses. On the advanced levels of appropriation, they used the ICT as a tool which permitted a multiplicity of knowledge representations, as well as simulation and problem solving. These teachers established a clear difference between a compulsory attendance course and one supported by ICT, inasmuch as they utilize virtual learning situations which would be impossible to use without the intervention of technology. The intention is to continue advancing along this line with approaches that allow us to describe the actual use that teachers are making of ICT in their courses.
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