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Un estudio sobre internet en las aulas. ¿Qué nos dicen los profesores de secundaria sobre el uso de estos recursos en sus prácticas?
Abstract
La introducción de las tecnologías de la información y la comunicación (TIC) en los centros escolaresha generado bastantes expectativas en torno a la transformación que pueda operarse en la enseñanza del currículo. Este trabajo estudia cómo los profesores de enseñanza secundaria están incorporando a sus prácticas algunas de estas tecnologías, en concreto los recursos asociados a Internet. Nos interesa examinar cuáles son los recursos que se introducen, cómo se implementan y, sobre todo, cuáles son las razones que explican su incorporación en las clases, valorando simultáneamente si ello se asocia a cambios en el desarrollo del currículo.
... Esta plataforma se ha ido articulando poco a poco con el quehacer educativo. Ramírez (2006) sostiene que mediante YouTube se ilustra y se amplia, a través de un lenguaje audiovisual, los conceptos o unidades temáticas que se presentan a los estudiantes 12 La definición de estos atributos se expone de manera más detallada en el referente teórico. 24% 57% 10% 9% Intercambios comunicativos entre el profesor y estudiantes no relacionados con el contenido Intercambios comunicativos entre el profesor y estudiantes relacionados con el contenido Intercambios comunicativos entre estudiantes no relacionados con el contenido Intercambios comunicativos entre estudiantes relacionados con el contenido durante la clase o por fuera de ella. ...
... Hurley, Steven Chain & Jawed Karim (2005) (citados por Ramírez, 2006). ...
... For all these reasons the combination of these tools with project-based learning emerges as a natural and effective option, connecting curricular content and the way today's students interact with their environment. This fact has been taken into account by an increasing number of teachers who have decided to add technological tools to their assignments (Ramírez et al. 2011). ...
... Specifically, we believe it allows to efficiently connect curricular content to the way current-day students interact with their environment. This fact has been taken into account by a growing number of teachers who have decided to include tools of this type in their assignments (Ramírez et al. 2011;Annetta, Cheng & Holmes 2010). ...
New curricular plans based on key competences create the need for new educational proposals
that allow their development. This article describes a proposal to develop key competences
through project-based learning. The project's objective is the creation of a digital video. The
following study was carried out with students in their final two years of non-mandatory secondaryschool,
in the subject of “Physics and Chemistry”. The students created didactic documentary
videos describing different aspects of kinematics. The planning of the project focused on to
involve the students in all steps of the process, in order to be able to evaluate the competences
developed during each part of the project. The results showed an important improvement in both
the digital and science competences. It was also shown that the necessary stages to create an
audiovisual presentation involve the use of the competences related to communication, personal
initiative or learning to learn; this provides an opportunity for the student to develop said
capacities.
... 10-11) Debido a la desigualdad social que se presenta, sobre todo en las áreas rurales, donde no se puede asegurar el acercamiento tecnológico y el capital cultural desde casa, es responsabilidad de las autoridades educativas incorporar las TIC en el proceso de enseñanza-aprendizaje. Lo anterior, partiendo también de la necesidad de desarrollar o fortalecer las competencias de los docentes para que hagan un uso efectivo de ellas, así como de dotarlos con los recursos tecnológicos que se requieran para el cumplimiento de los objetivos curriculares (Acosta, 2021;Ramírez et al., 2011). ...
El objetivo del estudio fue identificar la percepción de los estudiantes de telesecundaria sobre el uso pedagógico del Internet de los docentes. Se utilizó una metodología cuantitativa, no experimental, transeccional y correlacional. Participaron 94 estudiantes, de los 397 que conforman la población, de los tres grados escolares de ocho escuelas telesecundarias de la supervisión 907 en Ciudad Obregón, Sonora, México. Se aplicó un cuestionario con escala de respuesta tipo Likert (siempre, casi siempre, casi nunca, nunca). Las dimensiones estudiadas fueron: habilidades informáticas, habilidades informacionales, habilidades comunicativas digitales, construcción del conocimiento y estrategia didáctica. Se clasificaron en nivel experto, avanzado, intermedio e inicial. También contó con la sección de datos generales y las condiciones de las instalaciones e infraestructura con la que cuenta la institución. Los resultados indicaron que los docentes se ubican en nivel intermedio (35%) sobre el uso pedagógico del internet. Hay una relación significativa entre la disponibilidad de recursos e instalaciones con las dimensiones de habilidades informáticas y construcción del conocimiento. Se concluyó que es necesario valorizar la usabilidad del Internet para incidir favorablemente en el aprendizaje de los estudiantes. Una limitante fue la poca asistencia de estudiantes al momento de la aplicación del instrumento. Este estudio puso de manifiesto la realidad del sistema de Telesecundaria en el Sur de Sonora, México, en cuanto a las condiciones de infraestructura y la formación docente en el uso de recursos tecnológicos.
Telesecundaria es un subsistema que forma parte de la educación secundaria en México, cuyo objetivo es satisfacer la demanda educativa en áreas rurales e indígenas, utilizando la televisión como principal recurso de enseñanza. Internet se integró al currículo poniendo a disposición de los docentes una variedad de recursos educativos con el fin de ofrecer alternativas para profundizar los contenidos del plan de estudio, sin embargo, no existe una propuesta clara de integración en el proceso educativo. Este artículo muestra los resultados del proceso de validación empírica de un instrumento cuantitativo en relación con las competencias docentes para el uso pedagógico de internet, en el que participaron 23 estudiantes de tercer grado de Telesecundaria. De acuerdo con los resultados, internet, la televisión y el pintarrón son los recursos tecnológicos más utilizados por el profesor para trabajar en el aula, siendo el teléfono celular y la laptop las herramientas digitales que más emplea, asimismo, las infografías e imágenes son los materiales digitales que más se utilizan para explicar los temas de la clase. Se trata de una investigación en curso, por lo que se pretende que los resultados contribuyan al diseño de un modelo tecnopedagógico para el uso de internet en las escuelas de Telesecundarias y para aquellos sistemas y entornos educativos similares.
Palabras clave: Telesecundaria, educación secundaria, internet, currículum.
La Telesecundaria es un subsistema que forma parte de la educación secundaria en México, el cual tiene como objetivo cubrir la demanda educativa en áreas rurales e indígenas, utilizando la televisión como principal recurso de enseñanza, sin embargo, hoy parece ser un medio obsoleto, ya que a partir de la incorporación de internet en la educación se ha transformado la forma de enseñar el currículum, los docentes utilizan en sus prácticas recursos tecnológicos y se han visto en la necesidad de desarrollar nuevas competencias, aunque, no tienen claro cómo emplearlo con fundamento pedagógico. El presente artículo muestra los resultados más significativos de la aplicación de la prueba piloto de un instrumento cuantitativo en línea en el que participaron 23 estudiantes de tercer grado de Telesecundaria; de acuerdo con los resultados, el teléfono móvil y las infografías son las herramientas y materiales digitales más empleados por el docente para impartir clase; asimismo, comparte información digital con sus estudiantes a través de Whatsapp, por ello, los alumnos consideran que utilizar internet mejora la enseñanza de su profesor. Se trata de una investigación en curso, de forma preliminar se conjetura que para incorporar internet en la práctica educativa requiere que los docentes desarrollen competencias digitales y didácticas, ya que ambos aspectos son necesarios para planear y diseñar estrategias que favorezcan el aprendizaje escolar.
En este trabajo se describe una propuesta de actuación para alumnos del programa de Diversificación Curricular,
basada en el aprendizaje por proyectos. Dicha propuesta pretende involucrar a los estudiantes en su propio
proceso de aprendizaje. Para ello los alumnos crearon un vídeo digital, encargándose del proceso completo,
desde la búsqueda de información inicial, hasta la edición y montaje del material grabado. La propuesta permite
realizar un seguimiento del proceso de reflexión sobre los logros parciales y llevar a cabo un análisis reflexivo de
la gestión de la información que permite a los estudiantes crear el audiovisual. Por último, no parecen existir
razones para que otro alumnado diferente a los de nuestro caso tenga un comportamiento diferente en los
elementos analizados.
RESUMEN El objetivo de esta revisión, es la identificación de las tendencias investigativas acerca de las rela-ciones de las Tecnologías de la información y la comunicación (TIC) y la lectura académica. Inves-tigación de carácter documental con un enfoque cualitativo y de tipo descriptivo con un desarrollo en lo interpretativo y comprensivo Este trabajo se realizó en el marco del proyecto de Investiga-ción: Representaciones Sociales sobre formación en Tecnologías de la Información y Comunicación: Profesores Educación Básica Secundaria. Universidad de la Amazonia. 2014-2015-1. Esta revisión crítica aportó al interrogante ¿cuál es el desarrollo investigativo acerca de la influencia de las TIC, principalmente del internet, en las prácticas lectoras de estudiantes de educación básica durante los últimos cinco años? Dando cuenta de referencias de artículos, ponencias producto de investigación, tesis de maestría y doctorado, aunado a la consulta de diversas bases de datos para la identificación de las características y tendencias investigativas sobre la relación entre las TIC y la lectura acadé-mica. Encontrándose que la TIC promueve el fácil acceso a diferentes tipos de lectura en la red, ya que el uso del internet en los procesos de lectura académica de los jóvenes es parte del impacto de las TIC en todos los campos de la sociedad y, sobre todo en la educación. Complementariamente, la necesidad de formar con perfil de ciberlectores críticos y selectivos frente a la inmensurable infor-mación disponible en internet y la formación y participación de agentes educativos en la Web 2.0, para el desarrollo de la lectura contextuada y crítica.
A didactic proposal for "Diversificación Curricular" students, based on project-based learning, is described in this work. This proposal purports to involve students in their own learning process. In this way, they had to create a digital video, dealing with whole process, from seeking information to editing filmed material. This proposal allows carrying out a monitoring of the process of reflection on the partial achievements, making a thoughtful analysis of the information management which enables students to create an audiovisual. Finally, there does not seem to be reasons to apply this proposal with another kind of students different from our case.
The problem underlying the study considers that the integration of resources from diverse typologies, as well as the evidence of its quantity, reveals a way of acting from which teaching strategies that involve the training process were derived. For this reason, this study is mainly intended to find out what are, in general, the resources used in Secondary Education and, particularly, in Mathematics, as well as meet those relating to the use of ICT. This is a case study, which used a questionnaire to collect data, and involved 97 students from northern Portugal. As a conclusion, we note that the educational resources that are more used in different disciplines still are the textbooks and worksheets, although they didnt motivate the students. The same reality is visible in the Mathematics classes, where only occasionally other resources such as graphic calculators, computers and Internet are used.
En este libro se presentan los primeros resultados de un trabajo de investigación sobre el proceso de incorporación de las TIC en la educación, basado en los datos y las opiniones que han facilitado los propios protagonistas: alumnos, profesores y directores, a través de 17.575 cuestionarios y entrevistas realizadas in situ, en 716 escuelas e institutos de una muestra representativa de centros docentes españoles. La información recogida nos proporciona una visión amplia y exhaustiva sobre cómo utilizan las TIC los integrantes de la comunidad escolar en sus prácticas educativas, dentro y fuera de los centros docentes. Asimismo, este trabajo ofrece una información extensa sobre la valoración que directivos, profesores y alumnos hacen de su experiencia al utilizar las TIC, sobre sus competencias en el uso y el dominio de estas tecnologías y acerca de las expectativas que su introducción genera, en cuanto a los procesos de innovación y de adaptación del sistema educativo a las nuevas necesidades de nuestra sociedad.
Given the prevalence of computers in education today, it is critical to understand teachers' perspectives regarding com-puter integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 ele-mentary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and variables that best discriminate between teachers who integrate computers and those who do not. Discriminant Function Analysis indicated seven variables for elementary teachers and six for secondary teachers (accounting for 74% and 68% of the var-iance, respectively) that discriminated between high and low integrators. Variables included positive teaching experiences with computers; teacher's comfort with computers; beliefs supporting the use of computers as an instructional tool; train-ing; motivation; support; and teaching efficacy. Implications for support of computer integration in the classroom are discussed.
Abstract This paper examines how secondary teachers of the core subjects of English, Mathematics and Science have begun to integrate information and communication technology (ICT) into mainstream,classroom practice in English schools. It draws on an analysis of 18 focus group interviews with core subject departments. The analysis culminated in a thematic model of professional thinking about how the integrated use of ICT can support subject teaching and learning. Evident commitment,to incorporatingICT was tempered by a cautious, critical approach and the influence of external constraints operating. Teacher accounts emphasised,both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented,or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT-supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils’ attention onto underlying learning objectives.
This purpose of this study is to examine how language teachers apply practical experiences from computer-assisted language learning (CALL) coursework to their teaching. It also examines ways in which teachers continue their CALL professional development. Participants in the study were 20 English as a second language and foreign language teachers who had, within the last 4 years, completed the same graduate-level CALL course and who are currently teaching. Surveys and follow-up interviews explored how participants learn about CALL activities; how what they learned in the course interacts with their current teaching contexts; the factors that influence whether or not they use technology in their classrooms; and how they continue to acquire and master new ideas in CALL. The findings support previous research on technology teacher education as it suggests that teachers who use CALL activities are often those teachers who had experience with CALL prior to taking the course; that lack of time, support, and resources prohibits the use of CALL activities in some classrooms; and that colleagues are the most common resource of new CALL activity ideas outside of formal coursework. Implications for teacher education are that teachers learn better in situated contexts, and technology courses should be designed accordingly.
The integration of Information and Communication Technologies (ICT) in education supposes that faculty must possess competencies for it. In this paper, it is analyzed how gender, age and type of educational institution influence teacher’s knowledge about different technological resources. The study is based in a survey design, whose population is made up of teachers from Primary and Secondary educational institutions in the Comunidad Valenciana, both public as private ones. The sample is composed of 868 teachers and the questionnaire is the instrument of collection of the information. The results, obtained by means of ANOVA model, indicate that the variable gender is the one that most influences in the knowledge of faculty’s technological resources, while age and type of educational institution present smaller influence. Therefore, the personal and contextual factors influence in the knowledge of technological resources on the part of faculty and they must consider carrying out the appropriate formative actions La integración de las Tecnologías de la Información y Comunicación (TIC) en la educación supone que el profesorado ha de poseer competencias para ello. En este artículo, se analiza como el género, edad y tipo de centro influyen en el conocimiento del profesor de los diferentes recursos tecnológicos. El estudio se basa en un diseño de encuesta, cuya población la constituye el profesorado de centros de primaria y secundaria de la Comunidad Valenciana, tanto públicos como privados. La muestra está compuesta de 868 profesores y el cuestionario es el instrumento de recogida de la información. Los resultados, obtenidos mediante un modelo ANOVA, indican que la variable género es la que más influye en el conocimiento de los recursos tecnológicos del profesorado, mientras que la edad y el tipo de centro presentan menor influencia. Por lo tanto, los factores personales y contextuales influyen en el conocimiento de los recursos tecnológicos por parte del profesorado y han de considerarse para llevar a cabo las acciones formativas adecuadas
Examines why computers are used less often in classrooms than in other organizations; suggests that technological innovations have never been central to national school improvement movements, and that the dominant cultural belief about teaching, learning, and proper knowledge and about the way schools are organized for instruction inhibits computer use. (Source: ERIC) Main Article Today, computers and telecommunications are a fact of life as basic as electricity. They have altered the daily work of large businesses and industry. Yet why is it that with all the talk of school reform and information technologies over the last decade, computers are used far less on a daily basis in classrooms than in other organizations? The question often generates swift objections. What about the $19.6 million Quince Orchard High School in Montgomery County (Maryland), where there are 288 computers for 1,100 students? Or the Juan Linn School in Victoria (Texas), where a computerized integrated learning system (ILS) provides instruction to 500 students and records daily their work? What about the thousands of elementary and secondary school teachers who have students work together on computers to write, tally figures, draw, and think? Are there not many experiments under way such as Apple's Classroom of Tomorrow, micro-computer laboratories, and exciting software that tutors students in academic subjects and skills? The answer to all of these questions is that such instances do exist but they are scattered and atypical among the 80,000-plus public schools across the nation, where over 2 million teachers teach over 40 million students.(n1) So why is instructional use of information technologies (computers, television, multimedia machines and software, etc.) still the exception and not the rule in American schools? The answers to this question are important in assessing claims of policymakers who argue that such technologies can fundamentally reshape schooling and entrepreneurs seeking profits in the schooling market who offer a vision of classrooms where students work three or more hours a day on computers. I will argue that the familiar excuses used to explain the snail-likepace of technological progress (insufficient money to buy machines, teacher resistance, little administrative support, and inadequate preparation for those becoming teachers) are plausible but ultimately superficial. Such explanations assume that schools are just like other places facing technological innovation. If sufficient money, support, and preparation are mobilized, computerization of classrooms will occur. I argue that there are fundamental reasons within schools as institutions that make them substantially different from businesses, industries, and other organizations.
There is an ironic and costly contradiction in the attempt to integrate technology into education. While evidence of the educational benefits of technology abounds and investment in hardware and software has dramatically increased, rela-tively few teachers use technology regularly in their teaching and the impact of computers on existing curricula is still very limited. What lies behind this contradiction? Why don't teachers make wider use of instructional technologies? In this article we introduce a novel model of goal-oriented behavior, Perceptual Control Theory (PCT), as a framework for understanding teacher adoption of technology. Unlike other approaches that examine this issue by studying the ex-ternal environment, this new framework attempts to under-stand teacher adoption of technology from the inside. It con-siders teachers' use of technology by examining the goals of teachers and how the use of technology might help or hinder their goals. While it is too early to provide systematic find-ings to show the usefulness of this application of PCT, we have used it here to interpret and synthesize the findings of a number of studies on teachers and technology. We also make suggestions derived from this model for the infusion of tech-nology into schools. To summarize the major themes, in order to understand why and why not teachers use technology, we must look at teach-ers as goal-oriented, purposeful organisms. PCT provides a comprehensive model for understanding technology infu-sion. From a PCT perspective three conditions are necessary for teachers to use technology: 1. The teacher must believe that technology can more effec-tively meet a higher-level goal than what has been used. 2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that the he or she thinks are more important than the one being maintained. 3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology.
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
This article was selected for the November 1986 special issue on "Teachers, Teaching, and Teacher Education," but appears here because of the exigencies of publishing.
This article reports on the literature associated with practising teachers' uptake of information and communications technology (ICT). Studies reveal a number of factors which influence teachers' decisions to use ICT in the classroom: access to resources, quality of software and hardware, ease of use, incentives to change, support and collegiality in their school, school and national polices, commitment to professional learning and background in formal computer training. The review highlights the role of pedagogy and suggests that teachers' beliefs about teaching and learning with ICT are central to integration. It is suggested that successful implementation of ICT needs to address three interlocking frameworks for change: the teacher, the school and policy makers.
The goal of the present study was to examine teaching styles with information and communications technology (ICT) in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation.
This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.
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