[en] The increasing social and normative demand of considering mass media as something to take into account and to be integrated in teaching process requires besides both pilot and intentional controlled practices, punctual, reliable and safe researches which may throw light on specific questions and allow us to create theories and elaborate models of teaching action. This macro-research seeks to give some answers to that group of questions and demands. Given the magazine's characteristics, I have chosen only three questions from the 49 that form the questionnaire. The importance of this work lies in the multiplicity of analysis applied to the obtained results through a consistent instrument, always searching for triangulation, confrontation, comparition and reliability upon the studied questions. I have preferred to treat questions based on the reasons that moved teachers to start this way of teaching action, on the reasons they have to continue, and on the motives that moved some teachers to give up, once they had started, this method of teaching. I have decided not to study other questions related to aims and achievements noticed by teachers. The strength of this study, from my point of view, lives in the interrelation and variety of analysis applied, as well as in the convergence and coherence of final results, which makes us way to think that they could be generalized to all similar situations. On the other hand, as the invited pattern was representative and that which answered was enough to assure good representativity and reliability, we find ourselves before an easily generalizable reality. Moreover, if we add the consistency of the employed instrument, the data exposed in this work are highly relevant.

[es] La demanda creciente, normativa y social, de considerar los medios de comunicaci?n como parte a conocer e integrar en los procesos formativos precisa, adem?s de pr?cticas dirigidas, piloto e intencionales, investigaciones puntuales que permitan arrojar luz sobre cuestiones concretas, adem?s fiables y seguras para poder construir teor?as y elaborar modelos de acci?n docente. Esta macroinvestigaci?n pretende dar algunas respuestas a este conjunto de interrogantes y demandas. Dadas las caracter?sticas de la revista he tomado s?lo tres preguntas de un cuestionario de 49. La riqueza reside en la multiplicidad de an?lisis aplicados a los datos obtenidos mediante un instrumento consistente, buscando la triangulaci?n, la confrontaci?n, la comparaci?n y la fiabilidad en las cuestiones estudiadas. He preferido tratar las cuestiones sobre motivos que tuvieron los profesores para iniciar este modo de acci?n docente, en los motivos que siguen teniendo para continuar y en los que tuvieron aquellos que habiendo iniciado, abandonaron este sistema. No he querido integrar otras cuestiones relacionadas con los objetivos y logros que han observado los docentes. Entiendo que la fuerza de este estudio reside en la interrelaci?n, y diversidad de an?lisis as? como en la convergencia y coherencia de los resultados por estas diferentes v?as, lo que nos abre el camino al pensamiento de que se trata de resultados generalizables a todo el universo que re?na las caracter?sticas del estudiado. Por otra parte, como la muestra invitada era representativa del universo y la respondiente era suficiente para asegurar una representatividad y habilidad nos encontramos ante una realidad f?cilmente generalizable. Si a esto unimos la consistencia del instrumento utilizado, los datos ofrecidos en este estudio son de una significatividad muy alta, potente y consistente.