Digital Technology Use and Academic Achievement in Chilean Student Teachers

Abstract

This study aimed to analyze the relationship between the academic and recreational use of digital technologies and academic achievement, specifically the use of academic digital video as a supporting tool for autonomous learning. A total of 149 Chilean mathematics student teachers answered a questionnaire. Results show a medium permanent level of academic and recreational use of technology, within which only academic use shows a positive correlation with courses in areas such as calculus, algebra, and probability. Similarly, the academic use of video shows an elevated and constant use throughout the university years, correlating negatively with courses in areas including calculus and algebra. Therefore, the study shows a dimension that is scarcely explored: the autonomous use of digital technology as a supporting tool for constructing pedagogical knowledge in teacher training.