Bir Öğretmenin Eğitim Programının Yapılanması: Teknolojik Uyarlama İçin Bir Strateji

Year 2016, Volume: 5 Issue: 2, 113 - 130, 01.08.2016

ángela María Alfaro Escobar Marcela Georgina Gómez Zermeño Lorena Alemán De La Garza

Abstract

Bu araştırma, öğretmenlerin teknolojik becerilerinin ve Kolombiya Yükseköğretim Sisteminin gelişmesine dijital kaynaklar ile ilgili bilgilerin yer aldığı bir eğitim programının nasıl katkıda bulunacağını belirlemeyi amaçlamıştır. Deneysel olmayan betimleyici araştırma deseni ile nitel araştırma yöntemi kullanılmıştır. Bulgular, katılımcıların becerilerini kendi kendilerine geliştirmeleri ve/veya güçlendirmelerine fazlaca ihtiyaç olduğunu ve bunun için öğretim süreci ve BİT’in bütünleştirilmesinde sürekli gelişimi sağlayacak olan süreci geliştirecek bir araç gerektiğini göstermektedir. Bu yüzden her bir öğretmenin bireysel bağlılığına göre tasarlanmış bir eğitim programı, kendi kendine öğrenmeyi ön plana çıkarmak, cesaretlendirmek ve uygulamak için uygun bir araç olabilir. Böyle bir eğitim programının yapılanması için gereken tasarım, öğretmenlerin dijital ortam becerilerini geliştirmeye yönelik destekleyici bir araç olarak sunulmuştur. Eğitim programı aynı zamanda adanmışlık ve eğitim planı ile öğretim kadrosu için dijital okuryazarlığın gelişimine izin veren bir araç olduğu belirlenmiştir

Keywords

Öğretmen eğitiminde teknoloji, öğretimi geliştirmek için teknolojiyi kullanma, teknolojik uyarlama, öğretmen yetiştirme, yükseköğretim

Construction of a Teacher's Tutorial: A Strategy for Technological Appropriation

Abstract

This study aimed at identifying how a tutorial with information about digital resources for education can contribute to the development of technology skills in teachers and improve their learning environment in Colombia’s Higher Education system. A quantitative, nonexperimental descriptive research design was adopted. Results show that participants had strong needs to strengthen and/or develop their skills in an autonomous way and that a tool to facilitate the process of continuous improvement in the integration of ICT and the teaching process was required. Hence, a tutorial would be the appropriate tool to promote, encourage and perform autonomous learning, aligned to the individual commitment of each teacher. The design for the construction of such a tutorial is presented as a supporting tool to develop digital skills on teachers, in addition to dedication and a training plan, allowing the development of digital literacy for the teaching staff

Keywords

Technology in teacher education, using technology to enhance instruction, technological appropriation, teacher eucation, higher education

References

• Alarcón, P. (2005). Competencias Digitales: un imperativo del Siglo XXI [Digital competencies: an imperative for the XXIst century]. Retrieved from: http://www.educarchile.cl/ech/pro/app/detalle?id=199103
• Alemán, L. Y., Gómez-Zermeño, M. G., Parada, E. & Sáenz, P. (2011). Extracurricu- lar strategies for teaching innovation. In A. Mateos, M. Anderson & J. M.Rodríguezz (Eds.) KickStart. New ways of teaching innovation (pp. 327-369). Salamanca, España: Amarş Editores.
• Asociación Nacional de Universidades e Instituciones de Educación Superior ANUI- ES. (2003). La Innovación en la Educación Superior [Innovation in Higher Edu- cation]. Retrieved from: http://comitecurricularsistemas.wikispaces.com/file/view/INNOVACION_EN_L A_EDUCACION_SUPERIOR_ANUIES_MAYO+2004.pdf
• Buzón-García, O., & Barragán, R. (2004). Desarrollo de competencias específicas en la materia tecnología educativa bajo el marco del espacio europeo de educación superior [Development of specific competencies in the subject of educational technology in the framework of the European higher education]. Revista Lati- noamericana de Tecnología Educativa, 3(1), 101-114. Retrieved from http://relatec.unex.es/
• Crispín, M. (2011) Aprendizaje autónomo: orientaciones para la docencia. México: Universidad Iberoamericana.
• Duarte, J. (2003). Ambientes de aprendizaje. Una aproximación conceptual [Learning environments. A conceptual approach]. Revista Iberoamericana de Educación, 29, 97-103. Retrieved from http://rieoei.org/index.php
• Fernández, M. (2001). La aplicación de las nuevas tecnologías en la educación [The application of new technologies in education]. Revista Tendencias Pedagógicas, 6, 139-148. Retrieved from
• https://revistas.uam.es/tendenciaspedagogicas Freire, P. (2004). Pedagogía de la Autonomía [The Pedagogy of autonomy]. Retrieved from:
• http://especiales.uniminuto.edu/file.php/1/maestria/lecturas_edud/pdfs/freire.pdf
• García, A. (2006). De la educación a distancia a la educación virtual [From distance education to virtual education]. Revista de Universidad y sociedad del conoci- miento, 4(1). Retrieved from:
• http://journals.uoc.edu/index.php/rusc/
• García, J. (2003). El Potencial Tecnológico y el Ambiente de Aprendizaje con Recur- sos Tecnológicos: Informáticos, Comunicativos y de Multimedia. Una reflexión epistemológica y pedagógica [The technological potencial and learning environ- ment with tehcnological resources: informatic, communicative and multimedia]. Revista Electrónica Actualidades Investigativas en Educación, 3(1), 1-23. Re- trieved from
• http://revista.inie.ucr.ac.cr/index.php/aie
• Gedera, D. S. P. (2014). Student’s experiences of learning in a virtual classroom. International Journal of Education and Development using Information and Communication http://ijedict.dec.uwi.edu/ 10(4), 93-101. Retrieved from
• Giroux, H. (2001). Pedagogía de la Autonomía [Pedagogy of autonomy]. Retrieved from:
• http://especiales.uniminuto.edu/file.php/1/maestria/lecturas_edud/pdfs/freire.pdf
• Gros B., & Silva, J. (2005). La formación del profesorado como docentes en los espa- cios virtuales de aprendizaje [Teacher training as professors in the virtual spaces of learning]. Retrieved from:
• http://www.redkipus.org/aad/images/recursos/31-959Gros.pdf
• Heredia, Y. & Sánchez A. (2012). Teorías del Aprendizaje en el Contexto Educativo. Monterrey, México: Editorial Digital del Tecnológico de Monterrey
• Hernández, S. (2008). El modelo constructivista con las nuevas tecnologías: aplicado en el proceso de aprendizaje [The constructivist model with the new technologies applied in the process of learning]. Revista de Universidad y Sociedad del Conocimiento, http://journals.uoc.edu/index.php/rusc/ 5(2), 26-33. Retrieved from:
• Herrera, A. M. (2008). La Motivación en el aula [Motivation in the classroom]. Revis- ta Digital Innovación y Experiencias Educativa, 13, 1-9. Retrieved from http://www.csi-csif.es/andalucia/mod_ense-csifrevistad.html
• Iglesias, M. (2008). Observación y evaluación del ambiente de aprendizaje en Educa- ción Infantil: dimensiones y variables a considerar [Observation and evaluation of the learning environment in child education: dimessions and variables to consi- der]. Revista Iberoamericana de Educación de la Organización de los Estados Iberoamericanos, 47, 49-70. Retrieved from http://rieoei.org/index.php
• Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado – IN- TEF (2014). Competencias digitales del docente del siglo XXI. Recuperado de
• http://formacionprofesorado.educacion.es/index.php/es/competencia-digital/310 competencias-digitales-del-docente-del-siglo-xxi?showall=1
• Kaplşn, G. (2005). Aprender y enseñar en tiempos de Internet [Learning and Teaching in the times of Internet]. México: CINTERFOR/OIT.
• Mapuva, J. (2009). Confronting challenges to e-learning in Higher Education Institu- tions. International Journal of Education and Development using Information and http://ijedict.dec.uwi.edu/ Technology, 5(3), 101-114. Retrieved from
• Martín, R. (2005). Las nuevas tecnologías en la educación [New technologies in edu- cation]. Cuadernos Sociedad de la información Fundación AUNA. Retrieved from: http://www.telecentros.info/pdfs/05_06_05_tec_edu.pdf
• Miranda, G. (2004). De los ambientes virtuales de Aprendizaje a las comunidades de aprendizaje en línea [Virtual environments of the online learning communities]. Revista http://www.revista.unam.mx/
• Universitaria, 5(10), 1-15. Retrieved from
• Montes, J., & Ochoa, S. (2006). Apropiación de las tecnologías de la información y comunicación en cursos universitarios [Appropriation of the information and communication technologies in university courses]. Acta Colombiana de Psico- logía, 9(2), 87-100. Retrieved from:
• http://www.scielo.org.co/scielo.php?script=sci_serial&pid=0123-9155
• Moreira, M. (2009). Introducción a la Tecnología Educativa España [Introduction of Educational http://manarea.webs.ull.es/publicaciones/articulos/ in Spain]. Retrieved from:
• Mortis, S., Valdés, A., Angulo, J., García, R., & Cuevas, O. (2013). Competencias digitales en docentes de educación secundaria. Municipio de un Estado del Noroeste de México [Digital competencies in teachers of secondary school. Mu- nicipality of the Northeastern state of Mexico]. Revista Perspectiva Educacional, 52(2), 135-153. Retrieved from:
• http://www.perspectivaeducacional.cl/index.php/peducacional/article/viewFile/174/81
• Plan Ceibal. (2009). Manual Para El Diseño Y Desarrollo De Objetos De Aprendizaje [Manual for the design and development of learning objects]. Retrieved from: http://www.ceibal.edu.uy/UserFiles/P0001/ODEA/ORIGINAL/exelearning.elp/G UIAObjetosCeibal09.pdf
• Poveda, A. (2011). Los objetos de aprendizaje: aprender y enseñar de forma interacti- va en biociencias [Learning objects: Teaching and learning interactively in bios- ciences]. Revista Cubana de ACIMED, 22(2), 155-166. Retrieved from: http://eprints.rclis.org/16310/1/aci06211.pdf
• Rabajoli, G. (2012). Una estrategia para la innovación educativa en tiempos de cambio [A strategy for educational innovation in the times of change]. Retrieved from: http://www.webinar.org.ar/sites/default/files/actividad/documentos/Graciela%20r abajoli%20Webinar2012.pdf
• Revuelta, F. (2011). Competencia digital: desarrollo de aprendizajes con mundos virtuales en la escuela 2.0 [Digital competency: development of learning with virtual worlds in the School 2.0]. Revista electrónica de Tecnología
• Educativa, 37, 1-14. Retrieved from http://www.edutec.es/revista/index.php/edutec-e/index
• Red de Docentes de América Latina y del Caribe – RedDOLAC (2012). Las 33 Com- petencias Digitales que todo profesor(a) del siglo XXI debiera tener. Retrieved from http://www.reddolac.org/profiles/blog/show?id=2709308%3ABlogPost%3A2441 25&xgs=1&xg_source=msg_share_post
• Rimari, W. (2011). La innovación educativa: un instrumento de desarrollo [Educatio- nal innovation: an instrument of development]. Universidad Autónoma de Agu- ascalientes. Retrieved from: http://www.uaa.mx/direcciones/dgdp/defaa/descargas/innovacion_educativa_octu bre.pdf
• Rodríguez, E. (2009). Ventajas e inconvenientes de las TIC en el aula [Advantages and inconvenient of ICT in the classroom]. Cuadernos de Educación y Desarrol- lo, 1(9). Retrieved from:
• http://www.eumed.net/rev/ced/09/emrc.htm
• Salinas, J. (2008). Innovación educativa y uso de las TIC [Educational innovation and use of ICT]. In J. Salinas (ed.). Innovación educativa y uso de las TIC (pp. 15- 30). Spain: Universidad Internacional de Andalucía.
• Tobón, S. (2004). Formación Basada en Competencias [Training based on competen- cies]. Colombia: ECOE
• UNESCO. (2008). Estándares Unesco De Competencia En Tic Para Docentes [UNESCO standards for ICT competencies for teachers]. Retrieved from: http://www.eduteka.org/EstandaresDocentesUNESCO.php
• Valenzuela, J., & Flores, M. (2012). Fundamentos de investigación educativa [Foun- dations of educational research]. México: Editorial Digital del Tecnológico de Monterrey.
• Wiley, D. A. (2000). Learning object design and sequencing theory (Unpublished Doctoral dissertation). Brigham Young University, Department of Instructional Psychology and Technology.