¿Están listos los futuros profesores para integrar las TIC en el contexto escolar? El caso de los profesores en Quebec, Canadá
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Formación inicial del profesorado, Tecnologías de la Información y Comunicación (TIC).Resumen
¿Están listos los futuros profesores de Quebec para integrar las Tecnologías de Información y Comunicación (TIC) en el contexto escolar? Para responder a esta pregunta se efectuó un estudio con alrededor de 2,065 futuros profesores, 410 profesores asociados y 90 supervisores de práctica provenientes de nueve universidades francófonas de Quebec que ofrecen el programa de formación inicial para la enseñanza. Los resultados del estudio muestran que los futuros profesores tienen acceso a los equipos necesarios para familiarizarse con las TIC y utilizan con habilidad las tecnologías básicas. Asimismo, los datos reunidos revelan igualmente que los profesores en formación utilizan regularmente y de con actitud crítica las TIC para planificar sus clases, comunicarse, buscar información, preparar material pedagógico, resolver problemas o perfeccionarse en el plan profesional. A pesar de este perfil que se muestra prometedor los resultados del estudio indican también una muy baja proporción de futuros profesores que utilizan las tecnologías en el aula.Descargas
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Referencias
Archambault, H. y Karsenti, T. (2010). Les technologies de l'information et des communications pour favoriser la réussite scolaire des élèves des premières nations. Education Canada, 50(3), 8-11.
Balanskat, A., Blamire, R. y Kefala, S. (2006). The ICT impact report. A review of studies of ICT impact on schools in Europe. European Communities: European Schoolnet.
Bauer, J. y Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. Journal of Technology and Teacher Education, 13(4), 519-546.
Becta (2006). The Becta review 2006: evidence on the progress of ICT in education. Coventry, Inglaterra: Autor.
Bennett, C. y Daniel, L. (1999). Preparing novice teachers to use technology: Do they practice what we teach?. In J. Price et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 1999 (pp. 1108-1111). Chesapeake, VA: AACE.
Clements, D. H. (2000). From exercises and tasks to problems and projects – Unique contributions of computers to innovative mathematics education. The Journal of Mathematical Behavior, 19(1), 9-47.
Cox, F. (2003). The digital divide: Opportunities for information literacy. Society for Information Technology and Teacher Education International Conference 2003(1), 875-878.
Cox, M. J. (2002). Information and communication technologies: Their role and value for science education. In M. Monk y J. Osborne (Eds.), Good practice in science teaching–what research has to say (pp. 142–158). Londres: Routledge.
European Schoolnet (2004). ERNIST ICT Schoolportraits. European Communities: Autor.
Karsenti, T. (2001). Pédagogies et nouvelles technologies: former des enseignants pour le nouveau millénaire. Actes du IXe sommet de la Francophonie, Colloque Ethique et nouvelles Technologies, l’appropriation des savoirs en question. Beirut, 24-28 septembre.
Karsenti, T. (1999) Comment le recours aux TIC en pédagogie universitaire peut favoriser la motivation des étudiants: le cas d'un cours médiatisé sur le web. Cahiers de la recherche en éducation, 6(3), 455-484
Karsenti, T., y Gauthier, C. (2006). Les TIC bouleversent-elles réellement le travail des enseignants? Formation et profession, 12(3), 2-4.
Karsenti, T. y Larose, F. (2001) Les TIC au cœur des pédagogies universitaires: diversité des enjeux pédagogiques et administratifs.
Karsenti, T., Peraya, D. y Viens, J. (2002). Bilan et prospectives de la recherche sur la formation initiale et continue des maîtres à l'intégration pédagogique des TIC. Revue des sciences de l’éducation, 23(2), 459-470.
Karsenti, T., Savoie-Zajc, L. y Larose, F. (2001) Les futurs enseignants confrontés aux TIC: changements dans l'attitude, la motivation et les pratiques pédagogiques.
Karsenti, T., Tchameni Ngamo, S. y Villeneuve, S. (2009). Benchmarks for e-learning in Africa. Revista de Informática Aplicada, 5(1), 14-20
Kessel, van N., et al. (2005). ICT education monitor: eight years of ICT in schools. Holanda: Ministerio de Educació, Cultura y Ciencia.
Lewin, C., Scrimshaw, P., Mercer, N. y Wegerif, R. (2000). The KS1 literacy evaluation project using low cost computers. Coventry, Inglaterra: Becta.
Machin, S. et al. (2006). New technologies in schools: Is there a pay off? Alemania: Institute for the Study of Labour.
Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
McCrory Wallace, R. (2004). A framework for understanding teaching within the Internet. American Educational Research Journal, 41(2), 447-488.
Ministère de l’Éducation du Québec. (2001). La formation à l’enseignement: les orientations, les compétences professionnelles. Québec: Autor.
Organización para la Cooperación y el Desarrollo Económicos (2004). Completing the foundation for lifelong learning: An OECD survey of upper secondary schools. París: Autor.
Passey, D. (2000). Developing teaching strategies for distance (Out-of-School) Learning in primary and secondary schools. Educational Medial International, 37(1), 45-57.
Poellhuber, B., Chomienne, M. y Karsenti, T. (2008). Quels sont les parcours menant à l’abandon en formation à distance au collégial? DistanceS, 10(3), 1-33.
Ramboll Management (2005). Evaluation of ITMF: Overall results. Copenague: Autor.
Ramboll Management (2006). E-learning nordic 2006. Impact of ICT on education. Copenague: Autor.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Mónica, CA: Milken Family Foundation.
Sivin-Kachala, J. y Bialo, E. R. (2000). 2000 research report on the effectiveness of technology in schools. Washington, DC: Software & Information Industry Association.
Swain, C. (2004). They can talk the talk but will they walk the walk? In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 2688-2694). Chesapeake, VA: AACE.
Swain, C. (2006). Preservice teachers self-assessment using technology: determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 14(1), 29-59.
Tchameni Ngamo, S. y Karsenti, T. (2008). Intégration des TIC et typologie des usages: perception des directeurs et enseignants des grandes écoles secondaires du Cameroun. Revue africaine des médias, 16(1), 45-72
Underwood, J. et al. (2005). Impact of broadband in schools. Nottingham, Inglaterra: Becta.
Underwood, J. et al. (2006). ICT test bed evaluation-evaluation of the ICT test bed project. Nottingham, Inglaterra: Trent University.
Van der Maren, J. M. (1995). Méthodes de recherche pour l’éducation. Montréal: Les Presses de l’Université de Montréal.
Zhao, Y. y Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.
Balanskat, A., Blamire, R. y Kefala, S. (2006). The ICT impact report. A review of studies of ICT impact on schools in Europe. European Communities: European Schoolnet.
Bauer, J. y Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. Journal of Technology and Teacher Education, 13(4), 519-546.
Becta (2006). The Becta review 2006: evidence on the progress of ICT in education. Coventry, Inglaterra: Autor.
Bennett, C. y Daniel, L. (1999). Preparing novice teachers to use technology: Do they practice what we teach?. In J. Price et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 1999 (pp. 1108-1111). Chesapeake, VA: AACE.
Clements, D. H. (2000). From exercises and tasks to problems and projects – Unique contributions of computers to innovative mathematics education. The Journal of Mathematical Behavior, 19(1), 9-47.
Cox, F. (2003). The digital divide: Opportunities for information literacy. Society for Information Technology and Teacher Education International Conference 2003(1), 875-878.
Cox, M. J. (2002). Information and communication technologies: Their role and value for science education. In M. Monk y J. Osborne (Eds.), Good practice in science teaching–what research has to say (pp. 142–158). Londres: Routledge.
European Schoolnet (2004). ERNIST ICT Schoolportraits. European Communities: Autor.
Karsenti, T. (2001). Pédagogies et nouvelles technologies: former des enseignants pour le nouveau millénaire. Actes du IXe sommet de la Francophonie, Colloque Ethique et nouvelles Technologies, l’appropriation des savoirs en question. Beirut, 24-28 septembre.
Karsenti, T. (1999) Comment le recours aux TIC en pédagogie universitaire peut favoriser la motivation des étudiants: le cas d'un cours médiatisé sur le web. Cahiers de la recherche en éducation, 6(3), 455-484
Karsenti, T., y Gauthier, C. (2006). Les TIC bouleversent-elles réellement le travail des enseignants? Formation et profession, 12(3), 2-4.
Karsenti, T. y Larose, F. (2001) Les TIC au cœur des pédagogies universitaires: diversité des enjeux pédagogiques et administratifs.
Karsenti, T., Peraya, D. y Viens, J. (2002). Bilan et prospectives de la recherche sur la formation initiale et continue des maîtres à l'intégration pédagogique des TIC. Revue des sciences de l’éducation, 23(2), 459-470.
Karsenti, T., Savoie-Zajc, L. y Larose, F. (2001) Les futurs enseignants confrontés aux TIC: changements dans l'attitude, la motivation et les pratiques pédagogiques.
Karsenti, T., Tchameni Ngamo, S. y Villeneuve, S. (2009). Benchmarks for e-learning in Africa. Revista de Informática Aplicada, 5(1), 14-20
Kessel, van N., et al. (2005). ICT education monitor: eight years of ICT in schools. Holanda: Ministerio de Educació, Cultura y Ciencia.
Lewin, C., Scrimshaw, P., Mercer, N. y Wegerif, R. (2000). The KS1 literacy evaluation project using low cost computers. Coventry, Inglaterra: Becta.
Machin, S. et al. (2006). New technologies in schools: Is there a pay off? Alemania: Institute for the Study of Labour.
Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
McCrory Wallace, R. (2004). A framework for understanding teaching within the Internet. American Educational Research Journal, 41(2), 447-488.
Ministère de l’Éducation du Québec. (2001). La formation à l’enseignement: les orientations, les compétences professionnelles. Québec: Autor.
Organización para la Cooperación y el Desarrollo Económicos (2004). Completing the foundation for lifelong learning: An OECD survey of upper secondary schools. París: Autor.
Passey, D. (2000). Developing teaching strategies for distance (Out-of-School) Learning in primary and secondary schools. Educational Medial International, 37(1), 45-57.
Poellhuber, B., Chomienne, M. y Karsenti, T. (2008). Quels sont les parcours menant à l’abandon en formation à distance au collégial? DistanceS, 10(3), 1-33.
Ramboll Management (2005). Evaluation of ITMF: Overall results. Copenague: Autor.
Ramboll Management (2006). E-learning nordic 2006. Impact of ICT on education. Copenague: Autor.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Mónica, CA: Milken Family Foundation.
Sivin-Kachala, J. y Bialo, E. R. (2000). 2000 research report on the effectiveness of technology in schools. Washington, DC: Software & Information Industry Association.
Swain, C. (2004). They can talk the talk but will they walk the walk? In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 2688-2694). Chesapeake, VA: AACE.
Swain, C. (2006). Preservice teachers self-assessment using technology: determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 14(1), 29-59.
Tchameni Ngamo, S. y Karsenti, T. (2008). Intégration des TIC et typologie des usages: perception des directeurs et enseignants des grandes écoles secondaires du Cameroun. Revue africaine des médias, 16(1), 45-72
Underwood, J. et al. (2005). Impact of broadband in schools. Nottingham, Inglaterra: Becta.
Underwood, J. et al. (2006). ICT test bed evaluation-evaluation of the ICT test bed project. Nottingham, Inglaterra: Trent University.
Van der Maren, J. M. (1995). Méthodes de recherche pour l’éducation. Montréal: Les Presses de l’Université de Montréal.
Zhao, Y. y Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.
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2011-05-01
