La capacitación docente en informática y su transferencia al aula: Un estudio en la provincia de Buenos Aires
Palabras clave:
Formación del profesorado en servicio, comprensión de la computación, actitud del docente, comportamiento del docente.Resumen
Este estudio tuvo como propósito investigar sobre algunos factores que podrían estar relacionados con el grado en el cual las habilidades desarrolladas por docentes en servicio, durante un curso de computación, son o no transferidas al aula. El curso estuvo orientado al uso pedagógico de la computadora, incluyendo el diseño de actividades centradas en el estudiante. Los datos recogidos un año académico posterior a la finalización del curso revelaron niveles de transferencia muy diferentes. El estudio examinó el efecto sobre el grado de implementación de las actividades centradas en el estudiante, que tienen variables tales como edad, evaluación personal de la capacitación, acceso a computadora en el hogar, actitudes hacia la computadora, experiencia con computadoras y autoeficacia percibida. Los resultados mostraron que la autoeficacia percibida fue el principal predictor del nivel de implementación en el aula de actividades apoyadas en la computadora.Descargas
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Referencias
Albion, P. R. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher Education, 9 (3), 321-347.
Bandura, A. (1987). Pensamiento y acción. Barcelona: Martínez Roca.
Bandura, A. (1992). Self-efficacy mechanism in human agency. American Psychology, 37, 122-147.
Bandura, A. (1997). Self-efficacy: The exercise of control. Nueva York: Freeman.
Bannon, L. J. (1990). A Pilgrim's progress: From cognitive science to cooperative design. AI & Society, 4, 259-275.
Berger, P. y Luckmann, T. (1984). La construcción social de la realidad. Madrid: Amorrortu-Martínez de Murguía.
Busch, T. (1995). Gender differences in self-efficacy and attitudes towards computers. Journal of Educational Computing Research, 12 (2), 147-158.
Czaja, S. J. y Sharit, J. (1998). The effect of age and experience on the performance of a data entry task. Journal of Experimental Psychology Applied, 4, 332-351.
Delcourt, M. A. B. y Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal of Research and Development in Education, 27 (1), 35-41.
Díaz Barriga, A. (1994). Docente y programa: Lo institucional y lo didáctico. Buenos Aires: Aique.
Douglas, M. (1996). Cómo piensan las instituciones. Madrid: Alianza Universidad.
Dyck, J. L. y Smither, J. A. (1994) Age differences in computer anxiety: The role of computer experience, gender, and education. Journal of Educational Computing Research, 10 (1), 239-248.
Eagly, A. H. y Chaiken, S. (1993). The psychology of attitudes. Orlando, FL: Harcourt College Publishers.
Fabry, D. L. y Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17 (4), 385-395.
Gabriel, M. A. y MacDonald, C. J. (1996). Preservice teacher education students and computers: How does intervention affect attitudes? Journal of Technology and Teacher Education, 4 (2), 91-115.
Gardner, D.G., Discenza, R. y Dukes, R. L. (1993). The measurement of computer attitudes: An empirical comparison of available scales. Journal of Educational Computing Research, 9 (4), 487-507.
Giroux, H. A. (1990). Los profesores como intelectuales: hacia una pedagogía crítica del aprendizaje. Barcelona: Paidós.
Gressard, C. P. y Loyd, B. H. (1986). Validation studies of a new computer attitude scale. Association for Educational Data Systems Journal, 18 (4), 295-301.
Hignite, M. A. y Echternacht, L. J. (1992). Assessment of the relationships between the computer attitudes and computer literacy levels of prospective educators. Journal of Research on Computing in Education, 24 (3), 381-391.
Hill, T, Smith, N. D. y Mann, M. F. (1987). Role of efficacy expectations in predicting the decision of use advanced technologies: The case of computers. Journal of Applied Psychology, 72, 307-313.
Houle, P. A. (1996). Toward understanding student differences in a computer skills course. Journal of Educational Computing Research, 14 (1), 25-48.
Huertas, J. A. (1997). Motivación: Querer aprender. Buenos Aires: Aique.
Jennings, S. E. y Onwuegbuzie, A. J. (2001). Computer attitudes as a function of age, gender, math attitude, and developmental status. Journal of Educational Computing Research, 25 (4), 367-384.
Karsten, R. y Roth, R. (1998). The relationship of computer experience and computer self-efficacy to performance in introductory computer literacy courses. Journal of Research on Computing in Education, 31 (1), 14-22.
Khorrami-Arani, O. (2001). Researching computer self-efficacy. International Education Journal, 2 (4), 17-25.
Kinzie, M. B., Delcourt, M. A. B. y Powers, S. M. (1994). Computer technologies: Attitudes and self-efficacy across undergraduate disciplines. Research in Higher Education, 35 (6), 745-768.
Kluever, R. C., Lam, T. C., Hoffman, E. R., Green, K. E. y Swearinger, D. L. (1994). The computer attitude scale: Assessing changes in teachers´ attitudes toward computers. Journal of Educational Computing Research, 11 (3), 251-261.
Loyd, B. H. y Gressard, C. P. (1984). Reliability and factorial validity of computer attitude scales. Educational and Psychological Measurements, 44, 501-505.
Lumpe A. T. y Chambers, E. (2001). Assessing teachers´ context beliefs about technology use. Journal of Research on Technology in Education, 34 (1), 93-107.
MacKenzie, D. (1996). Knowing machines: Essays on technical change. Cambridge, MA: MIT Press.
Marcinkiewicz, H. R. (1993). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26 (2), 220-237.
Martínez, R. D., Astiz, M. S., Medina, P. A., Montero, Y. H. y Pedrosa, M. E. (1998). Attitudes and habits of teachers towards computers in education. En S. McNeil, J. D. Price, S. B. Mehall, B. Robin y J. Willis (Eds.), Proceedings of the society for the information technology and teacher education, 491-496. Washington, DC: AACE.
Martínez, R. D., Montero, Y. H. y Pedrosa, M. E. (2002). Informática en la escuela bonaerense: Entre incertidumbres y esperanzas. En M. Llamas Nistal, M. J. Fernández Iglesias y L. E. Anido Rifón (Eds.), Actas del VI Congreso Iberoamericano y del IV Simposio Internacional de Informática Educativa (pp. 1-7). Vigo, España: Universidad de Vigo.
MCyEN. (1995). Contenidos básicos comunes para la educación general básica (2da. ed.). Buenos Aires: Ministerio de Cultura y Educación de la Nación.
Pajares, F. (1996) Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
Pajares, F. y Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. En J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 5- 21). Nueva York: Academic Press.
Piper, D. y Austin, D. (2004). The influence of self-efficacy on teacher’s practice of using computers in the classroom. En C. Crawford et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1365-1371). Chesapeake, VA: AACE.
Ross, J. A., Hogaboam-Gray, A. y Hannay, L. (1999) Predictors of teachers´ confidence in their ability to implement computer based instruction. Journal of Educational Computing Research, 21 (1), 75-97.
Sancho, J. M. (1996). La educación en el tercer milenio: variaciones de una sinfonía por componer. Trabajo presentado en el III Congreso Iberoamericano de Informática Educativa RIBIE, Barranquilla, Colombia.
Shashaani, L. (1994) Gender differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11 (4), 347-367.
Stipek, D. (1998). Motivation to learn: From theory to practice (3a. ed.). Boston, MA: Allyn and Bacon.
Vannatta, R. A. y Fordham, N. (2004). Teacher dispositions as predictors of classroom technology. Journal of Research Technology in Education, 36 (3), 253-272.
Wang, L., Ertmer, P. A. y Newby, T. J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36, 231-250.
Woodrow, E. J. (1991). A comparison of four computer attitude scales. Journal of Educational Computing Research, 7 (2), 165-187.
Yan, W. y Piper, D. (2003). The relationship between leadership, self-efficacy, computer experience, attitudes, and teachers' implementation of computers in the classroom. En C. Crawford et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1057-1060). Chesapeake, VA: AACE.
Yi, M.Y. y Im, K. S. (2005). The role of personal goal and self-efficacy in predicting computer task performance. En M. A. Madmood (Ed.), Advanced topics in end user computing (vol. 4, pp. 65-89). Hershey, PA: Idea-Group Publishing.
Zhang, Y. y Espinoza, S. (1997). Affiliations of computer self-efficacy and attitudes with need for learning computer skills. Journal of Educational Computing Research, 17(4), 371-383.
Zhang, Y. y Espinoza, S. (1998) Relationships among computer self-efficacy, attitudes toward computers, and desirability of learning computer skills. Journal of Research on Computing in Education, 30(4), 420-437.
Zubrow, D. (1987). How computing attitudes change during the freshman year. En S. Kiesler y L. Sproull (Eds.), Computing and change on campus (pp. 195-211). Cambridge: Cambridge University Press.
Bandura, A. (1987). Pensamiento y acción. Barcelona: Martínez Roca.
Bandura, A. (1992). Self-efficacy mechanism in human agency. American Psychology, 37, 122-147.
Bandura, A. (1997). Self-efficacy: The exercise of control. Nueva York: Freeman.
Bannon, L. J. (1990). A Pilgrim's progress: From cognitive science to cooperative design. AI & Society, 4, 259-275.
Berger, P. y Luckmann, T. (1984). La construcción social de la realidad. Madrid: Amorrortu-Martínez de Murguía.
Busch, T. (1995). Gender differences in self-efficacy and attitudes towards computers. Journal of Educational Computing Research, 12 (2), 147-158.
Czaja, S. J. y Sharit, J. (1998). The effect of age and experience on the performance of a data entry task. Journal of Experimental Psychology Applied, 4, 332-351.
Delcourt, M. A. B. y Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal of Research and Development in Education, 27 (1), 35-41.
Díaz Barriga, A. (1994). Docente y programa: Lo institucional y lo didáctico. Buenos Aires: Aique.
Douglas, M. (1996). Cómo piensan las instituciones. Madrid: Alianza Universidad.
Dyck, J. L. y Smither, J. A. (1994) Age differences in computer anxiety: The role of computer experience, gender, and education. Journal of Educational Computing Research, 10 (1), 239-248.
Eagly, A. H. y Chaiken, S. (1993). The psychology of attitudes. Orlando, FL: Harcourt College Publishers.
Fabry, D. L. y Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17 (4), 385-395.
Gabriel, M. A. y MacDonald, C. J. (1996). Preservice teacher education students and computers: How does intervention affect attitudes? Journal of Technology and Teacher Education, 4 (2), 91-115.
Gardner, D.G., Discenza, R. y Dukes, R. L. (1993). The measurement of computer attitudes: An empirical comparison of available scales. Journal of Educational Computing Research, 9 (4), 487-507.
Giroux, H. A. (1990). Los profesores como intelectuales: hacia una pedagogía crítica del aprendizaje. Barcelona: Paidós.
Gressard, C. P. y Loyd, B. H. (1986). Validation studies of a new computer attitude scale. Association for Educational Data Systems Journal, 18 (4), 295-301.
Hignite, M. A. y Echternacht, L. J. (1992). Assessment of the relationships between the computer attitudes and computer literacy levels of prospective educators. Journal of Research on Computing in Education, 24 (3), 381-391.
Hill, T, Smith, N. D. y Mann, M. F. (1987). Role of efficacy expectations in predicting the decision of use advanced technologies: The case of computers. Journal of Applied Psychology, 72, 307-313.
Houle, P. A. (1996). Toward understanding student differences in a computer skills course. Journal of Educational Computing Research, 14 (1), 25-48.
Huertas, J. A. (1997). Motivación: Querer aprender. Buenos Aires: Aique.
Jennings, S. E. y Onwuegbuzie, A. J. (2001). Computer attitudes as a function of age, gender, math attitude, and developmental status. Journal of Educational Computing Research, 25 (4), 367-384.
Karsten, R. y Roth, R. (1998). The relationship of computer experience and computer self-efficacy to performance in introductory computer literacy courses. Journal of Research on Computing in Education, 31 (1), 14-22.
Khorrami-Arani, O. (2001). Researching computer self-efficacy. International Education Journal, 2 (4), 17-25.
Kinzie, M. B., Delcourt, M. A. B. y Powers, S. M. (1994). Computer technologies: Attitudes and self-efficacy across undergraduate disciplines. Research in Higher Education, 35 (6), 745-768.
Kluever, R. C., Lam, T. C., Hoffman, E. R., Green, K. E. y Swearinger, D. L. (1994). The computer attitude scale: Assessing changes in teachers´ attitudes toward computers. Journal of Educational Computing Research, 11 (3), 251-261.
Loyd, B. H. y Gressard, C. P. (1984). Reliability and factorial validity of computer attitude scales. Educational and Psychological Measurements, 44, 501-505.
Lumpe A. T. y Chambers, E. (2001). Assessing teachers´ context beliefs about technology use. Journal of Research on Technology in Education, 34 (1), 93-107.
MacKenzie, D. (1996). Knowing machines: Essays on technical change. Cambridge, MA: MIT Press.
Marcinkiewicz, H. R. (1993). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26 (2), 220-237.
Martínez, R. D., Astiz, M. S., Medina, P. A., Montero, Y. H. y Pedrosa, M. E. (1998). Attitudes and habits of teachers towards computers in education. En S. McNeil, J. D. Price, S. B. Mehall, B. Robin y J. Willis (Eds.), Proceedings of the society for the information technology and teacher education, 491-496. Washington, DC: AACE.
Martínez, R. D., Montero, Y. H. y Pedrosa, M. E. (2002). Informática en la escuela bonaerense: Entre incertidumbres y esperanzas. En M. Llamas Nistal, M. J. Fernández Iglesias y L. E. Anido Rifón (Eds.), Actas del VI Congreso Iberoamericano y del IV Simposio Internacional de Informática Educativa (pp. 1-7). Vigo, España: Universidad de Vigo.
MCyEN. (1995). Contenidos básicos comunes para la educación general básica (2da. ed.). Buenos Aires: Ministerio de Cultura y Educación de la Nación.
Pajares, F. (1996) Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
Pajares, F. y Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. En J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 5- 21). Nueva York: Academic Press.
Piper, D. y Austin, D. (2004). The influence of self-efficacy on teacher’s practice of using computers in the classroom. En C. Crawford et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1365-1371). Chesapeake, VA: AACE.
Ross, J. A., Hogaboam-Gray, A. y Hannay, L. (1999) Predictors of teachers´ confidence in their ability to implement computer based instruction. Journal of Educational Computing Research, 21 (1), 75-97.
Sancho, J. M. (1996). La educación en el tercer milenio: variaciones de una sinfonía por componer. Trabajo presentado en el III Congreso Iberoamericano de Informática Educativa RIBIE, Barranquilla, Colombia.
Shashaani, L. (1994) Gender differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11 (4), 347-367.
Stipek, D. (1998). Motivation to learn: From theory to practice (3a. ed.). Boston, MA: Allyn and Bacon.
Vannatta, R. A. y Fordham, N. (2004). Teacher dispositions as predictors of classroom technology. Journal of Research Technology in Education, 36 (3), 253-272.
Wang, L., Ertmer, P. A. y Newby, T. J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36, 231-250.
Woodrow, E. J. (1991). A comparison of four computer attitude scales. Journal of Educational Computing Research, 7 (2), 165-187.
Yan, W. y Piper, D. (2003). The relationship between leadership, self-efficacy, computer experience, attitudes, and teachers' implementation of computers in the classroom. En C. Crawford et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1057-1060). Chesapeake, VA: AACE.
Yi, M.Y. y Im, K. S. (2005). The role of personal goal and self-efficacy in predicting computer task performance. En M. A. Madmood (Ed.), Advanced topics in end user computing (vol. 4, pp. 65-89). Hershey, PA: Idea-Group Publishing.
Zhang, Y. y Espinoza, S. (1997). Affiliations of computer self-efficacy and attitudes with need for learning computer skills. Journal of Educational Computing Research, 17(4), 371-383.
Zhang, Y. y Espinoza, S. (1998) Relationships among computer self-efficacy, attitudes toward computers, and desirability of learning computer skills. Journal of Research on Computing in Education, 30(4), 420-437.
Zubrow, D. (1987). How computing attitudes change during the freshman year. En S. Kiesler y L. Sproull (Eds.), Computing and change on campus (pp. 195-211). Cambridge: Cambridge University Press.
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2006-11-01
