Formación del profesorado y desarrollo profesional: 10 años de integración de las TIC ¿y qué?
Palabras clave:
Tecnología educativa, tecnologías de la información y la comunicación, formación del profesorado, comunidades de aprendizaje.Resumen
Este artículo reporta acerca de los diseños para usos efectivos de las tecnologías de la información y la comunicación (TIC) en la enseñanza y el aprendizaje en la formación del profesorado. Mediante la aplicación del esquema de Engeström’s (1987), que distinguen tres niveles de uso de la computadora como herramienta cultural, se econtraron tres motivos socioculturales de su utilización, cada uno de los cuales refleja un diseño distinto para la mejora de los ambientes de aprendizaje del profesorado. Para cada conjunto de interacción se describen niveles: el trabajo conjunto entre escuelas y universidad; aulas enlazadas por computadora, y espacios de colaboración virtual. Al presentar la experiencia de cada actividad, se destacan elementos clave de los diferentes ambientes de aprendizaje diseñados y se resaltan trayectorias de profesores en formación, profesores y escuelas.Descargas
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Referencias
Allaire, S. (2006). Les affordances socionumériques en soutien à l’analyse réflexive dans un environnement d’apprentissage hybride pour des stagiaires en enseignement. Doctoral dissertation in preparation, University of Laval, Québec.
Becker, H. (1994) Analysis and trends of school use of new information technologies. Washington, DC: U S. Congress Office of Technology Assessment-U.S. Government Printing Office.
Becker, H. J. & Riel, M. M. (2000). Teacher professional engagement and constructivist-compatible computer use (Report No. 7). Irvine, CA and Mineapolis, MN: University of California, Irvine and University of Minnesota. Retrieved March 6, 2006 from http://www.crito.uci.edu/tlc/findings/special_report2/html/report.htm
Barab, S., Kling, R., & Gray, J. H. (2004). Designing for virtual communities in the service of learning. New York: Cambridge University Press.
Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago and La Salle, IL: Open Court.
Berners-Lee, T. (1999). Weaving the web. San Francisco: Harper San Francisco.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2 (2), 141-178.
Brown, J. S., & Duguid, P. (1996). Universities in the digital age. Change, 28 (4), 10-19.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188-228). Cambridge: Cambridge University Press.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Campos, M., Laferrière, T., & Lapointe, J. (2005). Analysing arguments in networked conversations: The context of student teachers. Canadian Journal of Higher Education, 35 (4), 55-84.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Clifford, G. J., & Guthrie, J. W. (1989). Ed School: A brief for professional education. Chicago: The University of Chicago Press.
Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). New York: Springler-Verlag.
Collins, A. (1999). The changing infrastructure of education research. In E. Condliffe Lagemann & L. Shulman (Eds.), Issues in education research (pp. 289-198). San Francisco: Jossey-Bass Publishers.
Davies, D. (2004). Designing the best: A Review of effective teaching and learning of design and technology. International Journal of Technology & Design Education, 14 (3), 207-221.
Dufour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, VA: ASCD.
Fillion, G. (2005). L’intégration des TIC dans la formation universitaire: Une étude des résultats éducationnels des étudiants dans les contextes de présence et de non présence en classe. Unpublished doctoral dissertation, Université Laval, Québec.
Fullan, M. (1993). Change forces. London: Falmer Press.
Ellsworth, J. (2000). Surviving change: A survey of educational change models. Syracuse, NY: ERIC Clearinghouse on Information Technology.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
Engeström, Y. & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen & R. Punmamäki (Eds.), Perspectives on activity theory (pp. 1-18). New York: Cambridge University Press.
Gilly, M., Roux, J. P. & Trognon, A. (1999). Apprendre dans l'interaction. Analyse des médiations sémiotiques. Nancy et Aix en Provance, France: Presses Universitaires de Nancy.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
Grégoire, R. (1997). Communauté d’apprentissage, une définition. Retrieved March 12, 2006 from http://www.fse.ulaval.ca/fac/tact/fr/html/prj-7.1/commune2.html
Gusky, T. R. (1999). Evaluating professional development. Thousand Oaks, CA: Crowin Press.
Hakkarainen, K., Muukonen, H., Lipponen, L., Ilomäki, L., Rahikainen, M., & Lehtinen, E. (2001). Teachers’ information and communication technology (ICT) skills and practices of using ICT. Journal of Technology and Teacher Education, 9 (2), 181-197. Retrieved May 2, 2006 from http://dl.aace.org/6438
Hawley, W. D. & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
Hollan, J., Hutchins, E., & Kirsch, D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research. ACM Transactions on Computer-Human Interaction, 7 (2), 174-196.
Holmes Group. (1990). Tomorrow’s schools: A report of the Holmes Group. East Lansing, MI: Author.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: The MIT Press.
Hutchins, E. (2000). The cognitive consequences of patterns of information flow. Intellectica, 30, 53-74.
Kirkpatrick, D. L. (1975). Evaluating training programs. Madison, WI: American Society for Training and Development.
Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.
Kozma, R. B. & Anderson, R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18 (4), 387-394.
Kozma, R. B. & McGhee, R. (2003). ICT and innovative classroom practices. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspectiva (pp. 43-80). Eugene, OR: International Society for Educational Technology.
Laferrière, T. (2005, August). Pre-service teachers' use of Web-based environments to support field experiences, collaborative reflective practice and knowledge building. Paper presented at the Annual Meeting of the European Association for Research on Learning and Instruction (EARLI), Cyprus.
Laferrière, T., Breuleux, A., & Erickson, G. (2004). Telecollaborative communities of practice in education within and beyond Canada. In A. Brown & N. Davis (Eds.), World yearbook of education 2004: Digital technologies, communities and Education (Chapter 17). London: RoutledgeFalmer.
Lave, J. & Chaiklin, S. (Eds.). (1993). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lawley, E. (1992). Discourse and distortion in computer-mediated communication. Retrieved May 12, 2006 from http://www.itcs.com/elawley/discourse.html
Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Students assessing their own
knowledge advances in a knowledge building environment. International Journal of Computer-Supported Collaborative Learning, 1 (1), 57-87.
Lemonnier, F.-H., Gagnon, O., Huot, D., Hamers, J., & Parks, S. (2001). L’utilisation des TIC influence-t-elle l’aspect général des productions écrites en anglais langue seconde chez des élèves du secondaire? In F. H. Lemonnier & L. Duquette (Dir.), Impact de l’utilisation de l’ordinateur et des nouvelles technologies dans l’apprentissage des langues (pp. 125-152). Montréal: Les Cahiers Scientifiques de l’Acfas 97-Association Canadienne-Française pour L’Avancement des Sciences.
Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Education, 51 (3), 221-227.
Lieberman, A. & Grolnick, M. (1996). Networks and reform in American education. Teachers College Record, 98 (1), 7-45.
Littleton, K. & Light, P. (1999). Learning with computers: Analysing productive interactions. London: Routledge.
Littleton, K. & Whitelock, D. (2005). The negotiation and co-construction of meaning and understanding within a postgraduate online learning community. Learning, Media & Technology, 30 (2), 147-164.
McLoughlin, C. & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29 (2), 125-136.
McCormick, R. (2004). Collaboration: The challenge of ICT. International Journal of Technology and Design Education, 14, 159-176.
Ménard, L., Allaire, S., McLelland, J., & Laferrière, T. (2003, August). Knowledge building in peer tutoring: 9th graders deepened their understanding of and improved their practice. Poster session presented at the IKIT Summer Institute 2003, Toronto, Canada.
Nizet, I. & Laferrière, T. (2005). Description des modes spontanés de co-construction de connaissances dans un forum électronique axé sur la pratique réflexive. Recherche et formation, 48, 151-166.
Orr, J. (1996). Talking about machines: An ethnography of modern job. Ithaca, NY: IRL Press.
Partenariat PROTIC-FCAR-TACT. (1999). Gestion d’une classe, communauté d’apprentissage: Phase 1 du projet de recherche. Québec: Équipe TACT, Université Laval.
Partenariat PROTIC-FCAR-TACT. (2000). Gestion d’une classe, communauté d’apprentissage: Phase 1 du projet de recherche. Retrieved July 12, 2005 from http://www.tact.fse.ulaval.ca/fr/html/fcar/rapporta.html
Partenariat PROTIC-FCAR-TACT. (2001). Gestion d’une classe, communauté d’apprentissage: Phase 1 du projet de recherche. Retrieved July 12, 2005 from http://www.tact.fse.ulaval.ca/fr/html/fcar/gestion2001.pdf
Putnam, R. T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29 (1), 4-15.
Roschelle, J. & Teasley, S. (1995). The construction of shared knowledge in collaborative problem-solving. In C. O'Malley (Ed.), Computer Supported Collaborative Learning (pp. 69-97). Berlin: Springer-Verlag.
Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.
Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Strike, K. & Soltis, J. F. (1998). The ethics of teaching. New York: Columbia University, Teachers College.
Theureau, J. (2004). L’hypothèse de la cognition (ou action) située et la tradition d’analyse du travail de l’ergonomie de langue française, @ctivités, 1 (2), 11-25. Retrieved September 12, 2006 from http://www.activites.org/v1n2/theureau.pdf
Thompson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51 (1), 71-87.
Vygotsky, L. S. (1978). Thought and language (A. Kozulin, Trans.). Cambridge: Cambridge University Press. (Original work published in 1934).
Wegerif, R. & Mercer, N. (1997). Using computer-based text analysis to integrate qualitative and quantitative methods in research on collaborative learning. Language and Education, 11 (4), 271-286
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wertsch, J. V. (1979). From social interaction to higher psychological process: A clarification and application of Vygotsky's theory. Human Development, 22, 1-22.
Becker, H. (1994) Analysis and trends of school use of new information technologies. Washington, DC: U S. Congress Office of Technology Assessment-U.S. Government Printing Office.
Becker, H. J. & Riel, M. M. (2000). Teacher professional engagement and constructivist-compatible computer use (Report No. 7). Irvine, CA and Mineapolis, MN: University of California, Irvine and University of Minnesota. Retrieved March 6, 2006 from http://www.crito.uci.edu/tlc/findings/special_report2/html/report.htm
Barab, S., Kling, R., & Gray, J. H. (2004). Designing for virtual communities in the service of learning. New York: Cambridge University Press.
Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago and La Salle, IL: Open Court.
Berners-Lee, T. (1999). Weaving the web. San Francisco: Harper San Francisco.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2 (2), 141-178.
Brown, J. S., & Duguid, P. (1996). Universities in the digital age. Change, 28 (4), 10-19.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188-228). Cambridge: Cambridge University Press.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Campos, M., Laferrière, T., & Lapointe, J. (2005). Analysing arguments in networked conversations: The context of student teachers. Canadian Journal of Higher Education, 35 (4), 55-84.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Clifford, G. J., & Guthrie, J. W. (1989). Ed School: A brief for professional education. Chicago: The University of Chicago Press.
Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). New York: Springler-Verlag.
Collins, A. (1999). The changing infrastructure of education research. In E. Condliffe Lagemann & L. Shulman (Eds.), Issues in education research (pp. 289-198). San Francisco: Jossey-Bass Publishers.
Davies, D. (2004). Designing the best: A Review of effective teaching and learning of design and technology. International Journal of Technology & Design Education, 14 (3), 207-221.
Dufour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, VA: ASCD.
Fillion, G. (2005). L’intégration des TIC dans la formation universitaire: Une étude des résultats éducationnels des étudiants dans les contextes de présence et de non présence en classe. Unpublished doctoral dissertation, Université Laval, Québec.
Fullan, M. (1993). Change forces. London: Falmer Press.
Ellsworth, J. (2000). Surviving change: A survey of educational change models. Syracuse, NY: ERIC Clearinghouse on Information Technology.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
Engeström, Y. & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen & R. Punmamäki (Eds.), Perspectives on activity theory (pp. 1-18). New York: Cambridge University Press.
Gilly, M., Roux, J. P. & Trognon, A. (1999). Apprendre dans l'interaction. Analyse des médiations sémiotiques. Nancy et Aix en Provance, France: Presses Universitaires de Nancy.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
Grégoire, R. (1997). Communauté d’apprentissage, une définition. Retrieved March 12, 2006 from http://www.fse.ulaval.ca/fac/tact/fr/html/prj-7.1/commune2.html
Gusky, T. R. (1999). Evaluating professional development. Thousand Oaks, CA: Crowin Press.
Hakkarainen, K., Muukonen, H., Lipponen, L., Ilomäki, L., Rahikainen, M., & Lehtinen, E. (2001). Teachers’ information and communication technology (ICT) skills and practices of using ICT. Journal of Technology and Teacher Education, 9 (2), 181-197. Retrieved May 2, 2006 from http://dl.aace.org/6438
Hawley, W. D. & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
Hollan, J., Hutchins, E., & Kirsch, D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research. ACM Transactions on Computer-Human Interaction, 7 (2), 174-196.
Holmes Group. (1990). Tomorrow’s schools: A report of the Holmes Group. East Lansing, MI: Author.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: The MIT Press.
Hutchins, E. (2000). The cognitive consequences of patterns of information flow. Intellectica, 30, 53-74.
Kirkpatrick, D. L. (1975). Evaluating training programs. Madison, WI: American Society for Training and Development.
Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.
Kozma, R. B. & Anderson, R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18 (4), 387-394.
Kozma, R. B. & McGhee, R. (2003). ICT and innovative classroom practices. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspectiva (pp. 43-80). Eugene, OR: International Society for Educational Technology.
Laferrière, T. (2005, August). Pre-service teachers' use of Web-based environments to support field experiences, collaborative reflective practice and knowledge building. Paper presented at the Annual Meeting of the European Association for Research on Learning and Instruction (EARLI), Cyprus.
Laferrière, T., Breuleux, A., & Erickson, G. (2004). Telecollaborative communities of practice in education within and beyond Canada. In A. Brown & N. Davis (Eds.), World yearbook of education 2004: Digital technologies, communities and Education (Chapter 17). London: RoutledgeFalmer.
Lave, J. & Chaiklin, S. (Eds.). (1993). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lawley, E. (1992). Discourse and distortion in computer-mediated communication. Retrieved May 12, 2006 from http://www.itcs.com/elawley/discourse.html
Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Students assessing their own
knowledge advances in a knowledge building environment. International Journal of Computer-Supported Collaborative Learning, 1 (1), 57-87.
Lemonnier, F.-H., Gagnon, O., Huot, D., Hamers, J., & Parks, S. (2001). L’utilisation des TIC influence-t-elle l’aspect général des productions écrites en anglais langue seconde chez des élèves du secondaire? In F. H. Lemonnier & L. Duquette (Dir.), Impact de l’utilisation de l’ordinateur et des nouvelles technologies dans l’apprentissage des langues (pp. 125-152). Montréal: Les Cahiers Scientifiques de l’Acfas 97-Association Canadienne-Française pour L’Avancement des Sciences.
Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Education, 51 (3), 221-227.
Lieberman, A. & Grolnick, M. (1996). Networks and reform in American education. Teachers College Record, 98 (1), 7-45.
Littleton, K. & Light, P. (1999). Learning with computers: Analysing productive interactions. London: Routledge.
Littleton, K. & Whitelock, D. (2005). The negotiation and co-construction of meaning and understanding within a postgraduate online learning community. Learning, Media & Technology, 30 (2), 147-164.
McLoughlin, C. & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29 (2), 125-136.
McCormick, R. (2004). Collaboration: The challenge of ICT. International Journal of Technology and Design Education, 14, 159-176.
Ménard, L., Allaire, S., McLelland, J., & Laferrière, T. (2003, August). Knowledge building in peer tutoring: 9th graders deepened their understanding of and improved their practice. Poster session presented at the IKIT Summer Institute 2003, Toronto, Canada.
Nizet, I. & Laferrière, T. (2005). Description des modes spontanés de co-construction de connaissances dans un forum électronique axé sur la pratique réflexive. Recherche et formation, 48, 151-166.
Orr, J. (1996). Talking about machines: An ethnography of modern job. Ithaca, NY: IRL Press.
Partenariat PROTIC-FCAR-TACT. (1999). Gestion d’une classe, communauté d’apprentissage: Phase 1 du projet de recherche. Québec: Équipe TACT, Université Laval.
Partenariat PROTIC-FCAR-TACT. (2000). Gestion d’une classe, communauté d’apprentissage: Phase 1 du projet de recherche. Retrieved July 12, 2005 from http://www.tact.fse.ulaval.ca/fr/html/fcar/rapporta.html
Partenariat PROTIC-FCAR-TACT. (2001). Gestion d’une classe, communauté d’apprentissage: Phase 1 du projet de recherche. Retrieved July 12, 2005 from http://www.tact.fse.ulaval.ca/fr/html/fcar/gestion2001.pdf
Putnam, R. T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29 (1), 4-15.
Roschelle, J. & Teasley, S. (1995). The construction of shared knowledge in collaborative problem-solving. In C. O'Malley (Ed.), Computer Supported Collaborative Learning (pp. 69-97). Berlin: Springer-Verlag.
Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.
Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Strike, K. & Soltis, J. F. (1998). The ethics of teaching. New York: Columbia University, Teachers College.
Theureau, J. (2004). L’hypothèse de la cognition (ou action) située et la tradition d’analyse du travail de l’ergonomie de langue française, @ctivités, 1 (2), 11-25. Retrieved September 12, 2006 from http://www.activites.org/v1n2/theureau.pdf
Thompson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51 (1), 71-87.
Vygotsky, L. S. (1978). Thought and language (A. Kozulin, Trans.). Cambridge: Cambridge University Press. (Original work published in 1934).
Wegerif, R. & Mercer, N. (1997). Using computer-based text analysis to integrate qualitative and quantitative methods in research on collaborative learning. Language and Education, 11 (4), 271-286
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wertsch, J. V. (1979). From social interaction to higher psychological process: A clarification and application of Vygotsky's theory. Human Development, 22, 1-22.
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