eacher-training in Informatics and its Transfer to the Classroom: A Study in the Province of Buenos Aires
Keywords:
In-service teacher training, understanding of computation, teacher’s attitude, teacher’s behavior.Abstract
The objective of this study was to investigate some factors that may be related to the degree to which the skills developed by in-service teachers during a computer course, are or are not transferred to the classroom. The course was oriented toward the pedagogical use of the computer, including the design of student-centered activities. The data, collected one academic year after the course ended, revealed different levels of transfer. The study examined the effect on the level of implementation of student-centered activities, with variables such as age, personal assessment of the training, access to a computer at home, attitudes toward computers, experience with computers, and perceived self-efficacy. The results showed that in the classroom, perceived self-efficacy was the most important predictor of the level of implementation for activities supported by the computer.Downloads
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References
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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
