Estrategias de aprendizaje en estudiantes universitarios: diferencias por género, curso y tipo de titulación

P. 203-233La investigación sobre el efecto del género, el curso o la titulación sobre las estrategias de aprendizaje no es concluyente. Resulta necesario profundizar en la forma en que estas variables están relacionadas, especialmente con análisis de corte multivariado. Se realiza una investigación de corte no experimental en la que participan 805 estudiantes universitarios. Se recoge la información con el Cuestionario de Estrategias de Trabajo Autónomo (CETA)S

Transforming teacher education to support multicultural technology pedagogy: an assessment of preservice teachers\u27 beliefs about multiculturalism and diversity

Because schools are becoming increasingly diverse, a significant role of teacher preparation programs is to prepare its prospective teachers with the knowledge, skills, and dispositions to help all students learn. In understanding the responsibility to prepare preservice teachers for working with diverse populations and implementing an effective multicultural curriculum, teacher education programs recognize the imperative that preservice teachers must be trained as technologically competent teachers who can skillfully integrate technology in culturally diverse classrooms. Within the context of teacher education, this research is rooted in social reconstructionist theory (Sleeter & Grant, 2003) based upon a critical multicultural conceptual framework interwoven with critical pedagogy (Freire, 1996; McLaren, 2003). This research study assessed preservice teachers\u27 personal and professional beliefs about ways in which technology can be used to support their conception of multicultural education.;Following procedures described by Creswell (2003) for sequential transformative mixed methods research, the data were analyzed, using both quantitative and qualitative measures. The Personal Beliefs about Diversity Scale and the Professional Beliefs about Diversity Scale were used to measure preservice teachers\u27 beliefs about multiculturalism and a range of diversity issues (Pohan & Aguilar, 2001). Descriptive statistics, including means, standard deviations, and percentages, were then analyzed to determine these preservice teachers\u27 multicultural perspectives. The multicultural framework proposed by Sleeter and Grant (2003) was used to analyze the responses to the qualitative data.;Overall, the results revealed that the preservice teachers in this study held favorable beliefs about multicultural understandings; however, the majority of students tended to conceptualize multicultural education from the human relations approach. This study found the students\u27 growth in multicultural knowledge and awareness appeared to increase as they advanced through the teacher education program. From the interview data, four principle themes emerged in an effort to describe the ways technology could be used to facilitate learning about multicultural education. Furthermore, preservice teachers\u27 beliefs about multiculturalism were generally not reflected in ways technology can be used to support their conception of critical multicultural education

The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course

The steady momentum of emerging technology tools continues to impact the educational environment, generating dramatic changes over the past five years (Spalding, 2016). According to the 2016 National Educational Technology Plan (NETP), educational institutions that prepare educators often fail to give teachers the technology skills required to do their job well. Many teacher preparation programs claimed technology was integrated throughout the courses within the program; however, the comfort level with technology for pre-service teachers entering the teaching field remained low (Moore-Hayes, 2011; Giles & Kent, 2016; NETP, 2016; Niess & Gillow-Wiles, 2016). As members of the educational learning community, teacher preparation programs must remain focused in supporting pre-service teachers as technology integration has become an integral part of the teaching process. This case study focuses on the experiences of two pre-service teachers as they address teaching requirements during their practicum, working to seamlessly integrate technology into their students’ learning experiences. Both teachers participated in the ITEC 3100 stand-alone course at the beginning of their Junior year. The course extended the learning experience beyond basic skill development to include an overview of various technology frameworks. Using both the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2007) and the Levels of Technology Integration (LoTi) Model (Moersch, 2013), the course design focuses on identifying specific tools and strategies that best support pre-service teachers as they develop the necessary skills to integrate technology into the learning environment ultimately enhancing the learning experiences for the students

The Effect of Design Teams on Preservice Teachers\u27 Technology Integration

This study examined the effect of a specific instructional approach called design teams on preservice teachers\u27 attitudes toward technology, their technology skills, and their Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to solve real-world problems. This quasi-experimental study explored the efficacy of an educational technology course implemented with a design teams approach compared to the same course that utilized a standard instructional approach. The sample included 53 preservice teachers from one university majoring in either Early Childhood Inclusive or Elementary Inclusive Education. Preservice teachers in the treatment condition worked in design teams to plan technology integrated lessons to solve authentic instructional problems. In the comparison condition, preservice teachers completed instructor-designed assignments in class and planned a technology integrated lesson independently. In comparing the participating preservice teachers\u27 attitudes toward technology, skills, and TPACK, it was found that there were significant differences between the two groups on TPACK when measured with evidence from lesson plans. There were no significant differences when survey data on attitudes toward technology, technology skills, and TPACK were compared; further exploration indicated that both groups significantly improved on these measures over the course of the semester. These results suggested that the design teams approach was appropriate for use in preservice teacher technology education, but additional research is necessary to determine in which contexts and with what specific learning outcomes it is most effective

A Phenomenological Study of First-Career Millennial Novice Elementary School Teachers’ Use 0f Technology

The purpose of this hermeneutic phenomenological study was to describe the attitudes and understandings for millennial first-career novice (FCMN) teachers toward transformational technology integration in the elementary classroom as it relates to the technological, pedagogical, and content knowledge framework (TPACK). Three research questions framed this study: (a) How do millennial first-career novice teachers from the Midwestern United States describe their level of content knowledge, technological knowledge, and pedagogical knowledge (TPACK) to support their teaching practices in the elementary classroom? (b) How do participants describe their approach to instructional decision-making based on their technological knowledge in the elementary classroom? (c) How, if at all, do perceptions as preservice teachers now influence their perceptions as novice teachers in their current classroom setting? Self-reflective journals, task-based renderings, and semi-structured interviews were counted into the data collection process to achieve triangulation. Themes emerged with the application of the hermeneutic cycle. Line-by-line analysis gave way to descriptive codes along with interpretive reflection, rethinking, rereading, and rewriting to identify patterns of the phenomenon. The four themes were: (a) fluctuating context undermines quality of practice, (b) positive dispositional attitudes and growth experiences stabilize quality of practice, (c) professional support networks develop quality of practice, and (d) relative decision-making enriches the quality of practice. The FCMN teachers’ ability to use technology for transformative learning develops only after stabilizing the setting and gaining a depth of content and pedagogical knowledge within the elementary classroom

Preservice Teachers’ Perceived Preparedness to Integrate Technology Into Teaching of Mathematics: A Mixed Method Study

This study explored preservice teachers’ (PTs’) perceptions of their preparedness to effectively integrate technology into mathematics teaching and the pedagogical strategies that contributed to developing their competencies in this regard. Their perceived preparedness was examined in terms of their knowledge within the TPACK domains and self-efficacy beliefs. Using a concurrent mixed method design, data were collected from 59 PTs in their last semester of study at a Canadian university. Quantitative data were collected through an online survey via three widely used instruments, namely: the TPACK survey, the Computer Technology Integration Survey (CTIS), and the Synthesis of Qualitative Evidence (SQD) Scale. Qualitative data obtained from three open-ended survey questions and follow-up interviews with six participants provided broader insights about PTs’ experiences and activities regarding technology integration into mathematics teaching. The results of descriptive statistics and thematic analysis indicated that PTs perceived their knowledge and self-efficacy beliefs related to integrating technology into mathematics teaching at a moderate to a high level. Correlation analysis also indicated positive relationships between the seven subscales of the TPACK domains and the confidence scale. Participants shared that while their respective programs’ ICT for Teaching and Learning course played an important role in developing their knowledge in the TK and TPK domains, activities such as coding processes, math games, dynamic mathematics software, and graphic calculators were effective tools that encouraged them to use technology in their teaching of mathematics (TPCK). Experiential learning, including practicum experiences, role modeling strategy, and collaboration with peers were identified by participants as effective pedagogical strategies that developed their preparedness to integrate technology into their teaching of mathematics. Some recommendations of this study for teacher education programs include providing math-specific technology courses; incorporating appropriate instructional design that connects the content course to curriculum to promote PTs’ active engagement in meaningful technology-rich learning activities; and using all six pedagogical strategies presented in the SQD model to prepare future teachers to effectively use technology in mathematics teaching

Doctor of Philosophy

dissertationThe effective use of technology is increasingly important in many fields where online and digital communication, collaboration, and production have become more prevalent. Although it is clear that many higher education students come into the classroom with skills involved with consuming technology, they often are much less capable of producing technology, such as editing videos or creating websites. Recently, many K-12 and higher education institutions have been redesigning instructional methods to better meet the needs of students in today's work environment through teaching collaborative, authentic technology tasks. Relatively few studies have examined the role of student communication practices in technology classrooms that involve collaboration and authentic tasks, so this dissertation describes a multiple-semester, comparative case study of student communication patterns and themes. Operating as an engaged observer, I monitored an advanced Web design course during three semesters to better understand how students' communication practice influence their collaboration on authentic tasks. Through participant observation, in-depth interviews, gathering student documents, and transcription of group talk, I was able to use Situated Learning theory to examine the way students talk about their activities and proceed through a 16-week learning period. An inductive analysis revealed several discursive patterns and practices including how using technology influenced their communication practices and their development (or not) as a community of practice. These patterns are also discussed in light of their enabling and constraining qualities and the extent to which they echo discourses within other technology classrooms. Particular focus is given to the development and process of student learning teams, categorized into stages, from Individualism, Coalescing, Maturing and Identity formation, to Production and Transformation. Finally, Situated Learning theory's and small group communication's notions of discourse is extended within the technical sphere, as students both use and create new technologies, to become Community of Practice Development theory (CPDT)

INTENTIONAL IMPLEMENTATION: A SELF-STUDY EXAMINING AND EVALUATING INSTRUCTIONAL IMPLEMENTATION OF DIGITAL TOOLS TO FOSTER ACADEMIC WRITING IN THE ENGLISH SECONDARY CLASSROOM

This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom environment to develop academic writing with tenth and eleventh grade public high school students. Digital technology is a prevalent and powerful force intertwined with most aspects of the human experience in the twenty-first century. As school systems, educators, and teacher educators try to respond to and within this rapidly evolving climate, they are confronted with challenges on many fronts, including infrastructure, professional development, teaching practice, policy, and further compounded by fiscal limitations. This effort is additionally challenged by a high-stakes testing climate in which state exam scores are used to evaluate the performance of the student, teacher, school, district, and state levels. Technological Pedagogical Content Knowledge (TPACK) is the frame predominantly used in academic literature to articulate, explore, and understand the aspects in play in the 21st-century classroom. Two practices implemented with digital tools to support academic writing development, discussion boards and digital document submissions/revisions were studied. Digital document submission/revision was found to have a positive relationship with fostering improved attitudes towards revision and about students’ own writing efficacy. This practice was most successful when classroom policies were modified to account for the shift in the nature of the task and its role in student learning. This self-study suggests a fourth dimension of knowledge is necessary to understand and implement digital technology in the classroom. Organizational knowledge (OK) includes: classroom policies, the arrangement of physical and virtual spaces, and classroom management in physical and virtual spaces. Technological Organizational Pedagogical Content Knowledge (TOPACK) would integrate OK into the framework, allowing for a more comprehensive understanding of what teachers need to know when implementing instructional technology in their classrooms. While some have included classroom management under the pedagogical knowledge branch of TPACK, I suggest that this fails to acknowledge the larger OK needed beyond the knowledge of how best to teach and is a limited perception of the purpose of classroom management. Navigating institutional and procedural considerations also impact classroom operations. Additional research is needed in the area of OK and how its components are impacted by the inclusion of digital technologies in the 21st-century classroom and to confirm the findings