9 research outputs found

    FACTORS THAT FACILITATE OR LIMIT THE INCORPORATION OF EMERGING TECHNOLOGIES IN THE CLASSROOM

    Get PDF
    This study explores the perceptions of the teachers from the District Education Secretariat (Bogotá-Colombia) on the factors that facilitate or limit the incorporation of Emerging Technologies in the classroom. The sample used for this research was based on 241 teachers from different educational institutions. The data were collected through an anonymous survey with quantitative and qualitative questions. Open and axial coding was used to identify the different factors in contextual levels, such as microsystem, mesosystem, exosystem and macrosystem. It was found that sociodemographic variables do not influence the incorporation of technology in the classroom, in addition, there are three necessary and basic conditions for teachers to begin to incorporate technology in the classroom: motivation, infrastructure and information and communication technologies skills, but for any processes to be successful the teacher must be aware of what he is doing but any attempt to incorporate technology will fail. On the other hand, government entities must be responsible to generate policies or strategies in order to improve infrastructure, as well as design training plans according to the needs of each teacher and each institution

    ICT Integration in Developing Competence for Pre- Service Mathematics Teachers A Case Study from Six Universities in Vietnam

    Get PDF
    Competence structure that pre-service teachers need to develop to become a future teacher has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence

    Transformational Leadership and Information and Communication Technologies (ICTs): A Case Study of Primary Teachers at an Urban School in Bogotá, Colombia

    Get PDF
    The purpose of this qualitative case study was to establish if transformational leadership influenced teachers’ attitudes and usage of information and communication technologies in an urban public school in Colombia. Transformational leadership components were examined to determine if school leaders exhibited transformational leadership characteristics and if their leadership style influenced teachers’ attitudes and information and communication technologies usage. A convenience sample of 29 primary teachers and four school leaders participated in the study. There were 16 teachers who participated in semistructured interviews and 13 teachers who participated in a 90-minute focus group discussion. Semistructured interviews, document analysis, focus group discussion, and analytic memos were used to gather data on the scope of teachers’ attitudes and use of information and communication technologies. All collected data, including document analysis, were translated from Spanish to English and used to create themes through in vivo coding and process coding. Findings confirmed that three out of four components of transformational leadership were interdependent and affected primary teachers’ use of and attitudes toward information and communication technologies implementation. Findings also indicated that teachers motivated themselves and brought positive social change to this school during the pandemic. All participants desired professional development and more support

    Aprendizaje Basado en Proyectos (ABP). Análisis de las necesidades formativas del profesorado de Educación Secundaria

    Get PDF
    El Aprendizaje Basado en Proyectos (ABP) se presenta actualmente como una opción consolidada para dar respuesta a las necesidades legislativas y sociales de cambio metodológico, resultando esencial la formación del profesorado. Para contribuir al desarrollo de esta metodología, se construyó y validó el cuestionario “FORIMPRA”, que evalúa la formación docente, la implementación del ABP y la práctica de aula. Se administró a 279 docentes de Educación Secundaria pertenecientes a 17 centros educativos de diferentes comunidades autónomas al objeto de: conocer y analizar cómo está implementando el docente la metodología ABP en el ámbito de la Educación Secundaria en base a la formación recibida, qué formación recibe actualmente y cuáles son las necesidades formativas en este sentido. Los sólidos resultados obtenidos confirman unas propiedades psicométricas satisfactorias y concluyen la buena acogida del profesorado hacia esta metodología, los beneficios que reportan al conjunto de participantes y la necesidad de seguir formándose.Project Based Learning (PBL) is currently presented as a consolidated option to respond to legislative and social needs for methodological change, and teacher training is essential. In order to contribute to the development of this methodology, the "FORIMPRA" questionnaire was constructed and validated, which evaluates teacher training, the implementation of the ABP and classroom practice. It was administered to 279 secondary school teachers from 17 schools in different autonomous communities in order to: find out and analyse how teachers are implementing the ABP methodology in the field of secondary education based on the training they have received, what training they currently receive and what their training needs are in this regard. The solid results obtained confirm the satisfactory psychometric properties and conclude that the teachers have welcomed this methodology, the benefits it brings to all participants and the need for further training.Tesis Univ. Jaén. Departamento de Pedagogía. Leída el 20 de noviembre de 2020

    Model of Incorporation of Emerging Technologies in the Classroom (MIETC)

    No full text
    This article aims to design, implement and validate a model of incorporation of emerging technologies in the classroom using a design-based research methodology through two iterative cycles. In the first iterative cycle, this model was validated by 8 experts and implemented by 13 public school teachers from Bogotá-Colombia. The second cycle was validated and implemented by 25 teachers. A univariate statistical analysis was used to describe the samples in each cycle as well as content analysis to determine the different components of the model. The model is composed of four conditioning factors: motivation, infrastructure, ICT competencies and perceived usefulness; four principles: teacher reflection, pedagogical flexibility, dialogical communication and roles; two recommendations: temporality of the phases and peer-to-peer work and six phases: initial reflection, context analysis, pedagogical foundation, didactic application, implementation and finally evaluation

    Diseño de un Modelo de Incorporación de Tecnologías Emergentes en el aula (MITEA) para la generación de estrategias didácticas por parte de los docentes

    No full text
    [spa] El creciente avance tecnológico del siglo XXI ha provocado cambios y desafíos en los diferentes escenarios sociales que han determinado nuevas formas de pensar y actuar, ante esto, el contexto educativo es responsable de formar los nuevos ciudadanos en las competencias necesarias para desenvolverse de forma integral y contribuir a la solución de los problemas de manera ética y responsable. Para lograr lo anterior, los docentes deben re-configurar y recontextualizar los procesos de enseñanza y de aprendizaje a través de innovaciones educativas que hagan uso de la tecnología, pero existen diferentes factores que impiden la incorporación de esta en los procesos educativos, como la falta de rutas o metodologías para incorporarlas. Es así que, esta investigación doctoral buscó darle solución a la anterior problemática al diseñar, implementar y validar un modelo de incorporación de Tecnologías Emergentes en el aula (MITEA) para la generación de estrategias didácticas por parte de los docentes de los colegios oficiales de BogotáColombia que permitan evidenciar cambios en los procesos de enseñanza. Para el diseño, implementación y validación de MITEA se utilizó la investigación basada en el diseño (DBR por las siglas en inglés Design-Based-Research) la cual permitió llevar un proceso dinámico y sistemático durante todas las fases de la investigación. En la fase 1, se definió el problema, la pregunta de investigación y se realizó la revisión de la literatura, en la fase 2, se diseñó la primera versión de MITEA, en la fase 3, se realizaron dos ciclos iterativos para implementar y validar el modelo, en el primer ciclo se implementó la primera versión del modelo y fue validado por 8 expertos e implementado y validado por 13 docentes, se analizaron los datos obtenidos y se generó la segunda versión de MITEA, esta fue implementada y validada por 25 docentes y en la fase 4 se dio respuesta a la pregunta de investigación y se desarrolló la versión final de MITEA, para esto se realizó un análisis global de lo encontrado en la fase 3. Para la recogida de los datos se utilizaron instrumentos fundamentalmente cualitativos y para el análisis de los datos se realizaron análisis estadísticos para describir a los participantes a través del uso del programa Excel 2013 y R x64 3.4.0, en la parte cualitativa se utilizó el análisis de contenido y la codificación se hizo de manera abierta y axial a través del programa informático ATLAS.ti versiones 8.0 y 8.1. Finalmente, se encontró que los componentes del modelo MITEA son: cuatro condicionantes (motivación, infraestructura, competencias TIC y utilidad percibida); cuatro principios (la reflexión docente, la flexibilidad pedagógica, la comunicación dialógica y los roles); dos recomendaciones (temporalidad de las fases y trabajo entre pares) y seis fases cíclicas (la reflexión inicial, el análisis del contexto, la fundamentación pedagógica, la aplicación didáctica, la implementación y la evaluación), además, la implementación de MITEA le permitió a los docentes generar cambios en sus procesos de enseñanza y realizar una evaluación de la experiencia a través del ciclo de Gibbs.[cat] El creixent avanç tecnològic del segle XXI ha provocat canvis i desafiaments en els diferents escenaris socials que han determinat noves maneres de pensar i actuar. Davant d’això, el context educatiu és responsable de formar els nous ciutadans en les competències necessàries per desenvolupar-se de manera integral i contribuir a la solució dels problemes de manera ètica i responsable. Per aconseguir-ho, els docents han de reconfigurar i recontextualitzar els processos d’ensenyament i d’aprenentatge a través d’innovacions educatives que facin ús de la tecnologia, però existeixen diferents factors que impedeixen la incorporació de tecnologia en els processos educatius, com la manca de rutes o metodologies per incorporar-les. És així que aquesta investigació doctoral va buscar donar-li solució a l’anterior problemàtica en dissenyar, implementar i validar un model d’incorporació de Tecnologies Emergents a l’Aula (MITEA) per a la generació d’estratègies didàctiques per part dels docents de les escoles oficials de Bogotà-Colòmbia que permetin evidenciar canvis en els processos d’ensenyament. Per al disseny, implementació i validació de MITEA es va fer servir la investigació basada en el disseny (DBR) la qual va permetre dur a terme un procés dinàmic i sistemàtic durant totes les fases de la investigació. A la fase 1, es va definir el problema, la pregunta d’investigació i es va realitzar la revisió de la literatura, a la fase 2, es va dissenyar la primera versió de MITEA, i a la fase 3, es van realitzar dos cicles iteratius per implementar i validar el model. Al primer cicle es va implementar la primera versió del model que van validar 8 experts, i que van implementar i validar 13 docents. També es van analitzar les dades obtingudes i es va generar la segona versió de MITEA, que van implementar i validar 25 docents. A la fase 4 es va respondre a la pregunta d’investigació i es va desenvolupar la versió final de MITEA, per això es va realitzar una anàlisi global d’allò que es va trobar a la fase 3. Per a la recollida de les dades es van utilitzar instruments fonamentalment qualitatius i per a l’anàlisi de les dades es van realitzar anàlisis estadístics per descriure als participants a través de l’ús del programa Excel 2013 i R x64 3.4.0; en la part qualitativa es va utilitzar l’anàlisi de contingut mentre que la codificació es va fer de manera oberta i axial a través del programa informàtic ATLAS.ti versions 8.0 i 8.1. Finalment, es va trobar que els components del model MITEA són: quatre condicionants (motivació, infraestructura, competències TIC i utilitat percebuda); quatre principis (la reflexió docent, la flexibilitat pedagògica, la comunicació dialògica i els rols); dues recomanacions (temporalitat de les fases i treball entre parells) i sis fases cícliques (la reflexió inicial, l’anàlisi del context, la fonamentació pedagògica, l’aplicació didàctica, la implementació i l’avaluació), a més, la implementació de MITEA va permetre als docents generar canvis en els seus processos d’ensenyament i realitzar una avaluació de l’experiència a través del cicle de Gibbs.[eng] The growing technological progress of the 21st century has brought about changes and challenges in different social scenarios that have determined new ways of thinking and acting. Considering this, the educational context is responsible for training new citizens and develop the necessary competences for them to perform comprehensively and therefore contribute to the solution of the problems in an ethical and responsible manner. In order to achieve this goals, teachers must re-configure and re-contextualize the teaching and learning processes through educational innovations that promote the use of technology; however there are some factors that prevent the incorporation of technology in educational processes, such as limited routes or methodologies to incorporate them. Thus, this doctoral research sought to solve this limitation by designing, implementing and validating a model of incorporation of Emerging Technologies in the classroom (MIETC) for generating teaching strategies by teachers of the public schools in Bogotá-Colombia that allow to make changes in teaching processes. For the design, implementation and validation of MIETC, it was used a designbased research (DBR), which allowed for a dynamic and systematic process during all phases of the research. In phase 1, the problem was defined, the research question was asked and the review of literature was made. In phase 2, the first version of MITEA was designed and in phase 3, two iterative cycles were carried out to implement and validate the model. In the first cycle, the first version of the model was implemented and validated by 8 experts and also implemented and validated by 13 teachers. The data obtained was analyzed and the second version of MITEA was generated. It was applied and tested by 25 teachers and in phase 4 the research question was answered and then the final version of MIETC was developed, for which a global analysis was made based on what was found out in phase 3. For the collection of the data, fundamentally qualitative instruments were used and for the analysis of the data, statistical analyzes were performed to describe the participants through the use of the Excel 2013 and R x64 3.4.0. In the qualitative part, the analysis of content was used and coding was done in an open and axial manner through the computer program ATLAS.ti versions 8.0 and 8.1. Finally, it was found that the components of the MITEA model are: four conditioning factors (motivation, infrastructure, ICT skills and perceived utility); four principles (teacher reflection, pedagogical flexibility, dialogic communication and roles); two recommendations (temporality of the phases and work with peers) and six cyclical phases (the initial reflection, the analysis of the context, the pedagogical foundation, the didactic application, the implementation and the evaluation). Additionally, the implementation of MITEA allowed the teachers to generate changes in their teaching processes and to make an evaluation of the experience through the Gibbs cycle
    corecore