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This research seeks to analyze the factors that influenced the perception of academic anxiety manifested by teachers of higher education institutions in Latin America, during the first weeks of confinement due to Covid-19. This is an exploratory study using an online survey available from April 6 to 24, 2020. 251 teachers (n = 251, 1-α = 95% and e = 6.2) linked to higher education institutions responded from 6 Iberoamerican countries (Argentina, Colombia, Chile, Spain, Mexico and Puerto Rico). The main results point to a greater perception of anxiety among teachers from institutions with a face-to-face pre-confinement study modality and from public institutions, with a negative institutional perception, and perception of a greater risk of contagion by COVID-19. The need to rethink teacher training at a psychosocial level is reaffirmed, so that it helps emotional management and active coping with uncertain and demanding scenarios such as those experienced during the period studied. [ABSTRACT FROM AUTHOR]

There are many teacher training programs designed to encourage the use of ICT, but not all have been effective. To deepen this problem, this study analyze the factors associated with the use of ICT resources at an educational level in Colombia. For this, a survey was applied, with 5% confidence and a margin of error of ± 4, to a sample of 602 teachers of Primary Education, of Barranquilla, Colombia. The data allow to observe that factors related to the digital competence and the favorable attitude towards the use of the ICT of the teachers, as well as the institutional support in the incorporation of the TIC in the pedagogical processes in the educative centers, they have a significant statistical relationship with the level of use of ICT in teachinglearning processes. To contribute to a greater use of this type of resources in educational centers, it is necessary to promote spaces that help the promotion of digital skills in teachers, and a greater reflection and participation of these in the decisions of use of ICT in the classrooms. [ABSTRACT FROM AUTHOR]