La percepción de la utilidad de la tecnología conforma su uso para enseñar y aprender
Palabras clave:
Tecnología educativa, usos de la tecnología en educación, educación primariaAgencias de apoyo:
Dirección Académica de Planeamiento y Evaluación (DAPE) de la PUCP, a través de la subvención del Fondo Concursable 2010-2011.Resumen
El objetivo principal de este estudio fue interrelacionar la percepción que tienen los profesores de los beneficios educativos de la tecnología digital y los usos de la tecnología en las aulas. Se utilizó un cuestionario para recolectar datos de 127 profesores de 40 colegios de primaria y secundaria de la ciudad de Lima (Perú). Los resultados muestran que la tecnología es beneficiosa para alcanzar los objetivos de aprendizaje, la selección de los contenidos curriculares, la organización del tiempo y el espacio para el aprendizaje, y la mejora de la calidad del aprendizaje, y sugieren también que sólo cuatro beneficios percibidos (la selección de los contenidos curriculares, el uso de los recursos tecnológicos, el uso de diferentes espacios de la escuela y el establecimiento de la comunicación con los estudiantes) se correlacionan con la frecuencia de uso de la tecnología en las aulas.Descargas
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Referencias
Ainley, J., Banks, D. y Fleming, M. (2002). The influences of IT: perspectives from five australian schools. Journal of Computer Assisted Learning, 18, 395-404. doi:10.1046/j.0266-4909.2002.00251.x
Badia, A., Meneses, J. y García, C. (2015). Technology use for teaching and learning. Píxel-Bit, Revista de Medios y Educación, 46, 9-24. Recuperado de http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/166
Badia, A., Meneses, J. y Sigalés, C. (2013). Teachers’ perceptions of factors affecting the educational use of ICT in technology-rich classrooms. Electronic Journal of Research in Educational Psychology, 11(3), 787-808. Recuperado de
http://www.investigacion-psicopedagogica.org/revista/articulos/31/english/Art_31_845.pdf
Badia, A., Meneses, J., Fàbregues, S. y Sigalés, C. (2013, Diciembre). Examining the influence of ICT-related school and teacher conditions in teachers’ perceived effectiveness of digital technology. En First UOC International Research Symposium. Barcelona: Universidad Abierta de Cataluña.
Bilbao-Osorio, B. y Pedró, F. (2009). A conceptual framework for benchmarking the use and assessing the impact of digital learning resources in school education. En F. Scheuermann y F. Pedró (Eds.), Assessing the Effects of ICT in Education (pp. 107-118). Luxembourg: Publication Office of the European Union.
Christensen, R. y Knezek, G. (2001). Instruments for assessing the impact of technology in education. Computers in the Schools, 18(2-3), 5-25. doi:10.1300/J025v18n02_02
Christensen, R. y Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. En J. Voogt y G. Knezek (Eds.), International Handbook of information technology in primary and secondary education (pp. 349-365). Nueva York: Springer.
Coley, R. J., Cradler, J. y Engel, P. K. (1997). Computers and Classrooms: The Status of Technology in US. Schools. NJ: Educational Testing Service.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology, Research and Development, 53(4), 25-39. doi:10.1007/BF02504683
Hermans, R., Tondeur, J., Van Braak, J. y Valcke, M. (2008). The impact f primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. doi:10.1016/j.compedu.2008.02.001
Inan, F. A. y Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology, Research and Development, 58(2), 137-154.
doi:10.1007/s11423-009-9132-y
Jonassen, D. H. (1995). Supporting communities of learners with technology: a vision for integrating technology with learning in schools. Educational Technology, 35(4), 60-63.
Knezek, G. A., Christensen, R. W. y Fluke, R. (2003, abril). Testing a will, skill, tool model of technology integration. Documento presentado en la American Educational Research Association. Chicago, IL. Recuperado de http://eric.ed.gov/?id=ED475762
Levin, T. y Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: a developmental view. Journal of Research on Technology in Education, 39(2), 157-181. doi:10.1080/15391523.2006.10782478
Martin, F., Klein, J. D. y Sullivan, H. (2007). The impact of instructional elements in computer-based instruction. British Journal of Educational Technology, 38(4), 623-636.
doi:10.1111/j.1467-8535.2006.00670.x
Meneses, J., Fàbregues, S., Rodríguez-Gómez, D. y Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59(3), 915-924. doi:10.1016/j.compedu.2012.04.011
O’Dwyer, L., Russell, M. y Bebel, D. (2004). Elementary teachers’ use of technology: Characteristics of teachers, schools, and districts associated with technology use. Boston, MA: Technology and Assessment Study Collaborative, Boston College.
OEI (2011). La integración de las TIC en la escuela. Indicadores cualitativos y metodología de investigación. Madrid: Autor-Fundación Telefónica. Recuperado de http://www.oei.es/noticias/spip.php?article9607
OEI (2013). Miradas sobre la educación en Iberoamérica. Madrid: Autor. Recuperado de http://www.oei.es/noticias/spip.php?article14386
Palak, D. y Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417-441. doi:10.1080/15391523.2009.10782537
Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. doi:10.1016/j.compedu.2011.12.013
Sigalés, C., Mominó, J. M., Meneses, J. y Badia, A. (2008). La integración de Internet en la educación escolar española. Situación actual y perspectivas de futuro. Madrid: UOC-Fundación Telefónica.
Tondeur, J., Hermans, R., Van Braak, J. y Valcke, M. (2008). Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-2553. doi:10.1016/j.chb.2008.02.020
Tondeur, J., Vann Braak, J. y Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23(3), 197-206. doi:10.1111/j.1365-2729.2006.00205.x
Twining, P. (2002). Conceptualising computer use in education: introducing the Computer Practice Framework (CPF). British Educational Research Journal, 28(1), 95-110. doi:10.1080/01411920120109775
Van Braak, J., Tondeur, J. y Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422. doi:10.1007/BF03173218
Vannatta, R. A. y Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253-271. doi:10.1080/15391523.2004.10782415
Voogt, J., Knezek, G., Cox, M., Knezek, D. y Ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4-14. doi:10.1111/j.1365-2729.2011.00453.x
Badia, A., Meneses, J. y García, C. (2015). Technology use for teaching and learning. Píxel-Bit, Revista de Medios y Educación, 46, 9-24. Recuperado de http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/166
Badia, A., Meneses, J. y Sigalés, C. (2013). Teachers’ perceptions of factors affecting the educational use of ICT in technology-rich classrooms. Electronic Journal of Research in Educational Psychology, 11(3), 787-808. Recuperado de
http://www.investigacion-psicopedagogica.org/revista/articulos/31/english/Art_31_845.pdf
Badia, A., Meneses, J., Fàbregues, S. y Sigalés, C. (2013, Diciembre). Examining the influence of ICT-related school and teacher conditions in teachers’ perceived effectiveness of digital technology. En First UOC International Research Symposium. Barcelona: Universidad Abierta de Cataluña.
Bilbao-Osorio, B. y Pedró, F. (2009). A conceptual framework for benchmarking the use and assessing the impact of digital learning resources in school education. En F. Scheuermann y F. Pedró (Eds.), Assessing the Effects of ICT in Education (pp. 107-118). Luxembourg: Publication Office of the European Union.
Christensen, R. y Knezek, G. (2001). Instruments for assessing the impact of technology in education. Computers in the Schools, 18(2-3), 5-25. doi:10.1300/J025v18n02_02
Christensen, R. y Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. En J. Voogt y G. Knezek (Eds.), International Handbook of information technology in primary and secondary education (pp. 349-365). Nueva York: Springer.
Coley, R. J., Cradler, J. y Engel, P. K. (1997). Computers and Classrooms: The Status of Technology in US. Schools. NJ: Educational Testing Service.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology, Research and Development, 53(4), 25-39. doi:10.1007/BF02504683
Hermans, R., Tondeur, J., Van Braak, J. y Valcke, M. (2008). The impact f primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. doi:10.1016/j.compedu.2008.02.001
Inan, F. A. y Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology, Research and Development, 58(2), 137-154.
doi:10.1007/s11423-009-9132-y
Jonassen, D. H. (1995). Supporting communities of learners with technology: a vision for integrating technology with learning in schools. Educational Technology, 35(4), 60-63.
Knezek, G. A., Christensen, R. W. y Fluke, R. (2003, abril). Testing a will, skill, tool model of technology integration. Documento presentado en la American Educational Research Association. Chicago, IL. Recuperado de http://eric.ed.gov/?id=ED475762
Levin, T. y Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: a developmental view. Journal of Research on Technology in Education, 39(2), 157-181. doi:10.1080/15391523.2006.10782478
Martin, F., Klein, J. D. y Sullivan, H. (2007). The impact of instructional elements in computer-based instruction. British Journal of Educational Technology, 38(4), 623-636.
doi:10.1111/j.1467-8535.2006.00670.x
Meneses, J., Fàbregues, S., Rodríguez-Gómez, D. y Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59(3), 915-924. doi:10.1016/j.compedu.2012.04.011
O’Dwyer, L., Russell, M. y Bebel, D. (2004). Elementary teachers’ use of technology: Characteristics of teachers, schools, and districts associated with technology use. Boston, MA: Technology and Assessment Study Collaborative, Boston College.
OEI (2011). La integración de las TIC en la escuela. Indicadores cualitativos y metodología de investigación. Madrid: Autor-Fundación Telefónica. Recuperado de http://www.oei.es/noticias/spip.php?article9607
OEI (2013). Miradas sobre la educación en Iberoamérica. Madrid: Autor. Recuperado de http://www.oei.es/noticias/spip.php?article14386
Palak, D. y Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417-441. doi:10.1080/15391523.2009.10782537
Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. doi:10.1016/j.compedu.2011.12.013
Sigalés, C., Mominó, J. M., Meneses, J. y Badia, A. (2008). La integración de Internet en la educación escolar española. Situación actual y perspectivas de futuro. Madrid: UOC-Fundación Telefónica.
Tondeur, J., Hermans, R., Van Braak, J. y Valcke, M. (2008). Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-2553. doi:10.1016/j.chb.2008.02.020
Tondeur, J., Vann Braak, J. y Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23(3), 197-206. doi:10.1111/j.1365-2729.2006.00205.x
Twining, P. (2002). Conceptualising computer use in education: introducing the Computer Practice Framework (CPF). British Educational Research Journal, 28(1), 95-110. doi:10.1080/01411920120109775
Van Braak, J., Tondeur, J. y Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422. doi:10.1007/BF03173218
Vannatta, R. A. y Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253-271. doi:10.1080/15391523.2004.10782415
Voogt, J., Knezek, G., Cox, M., Knezek, D. y Ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4-14. doi:10.1111/j.1365-2729.2011.00453.x
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2016-09-20
