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Análisis comparativo de las prácticas docentes con recursos TIC. Estudio de casos con profesores de Infantil, Primaria y Secundaria
| Content Provider | Semantic Scholar |
|---|---|
| Author | Orellana, Elena Ramírez Domínguez, Jorge Martín Santin, Mateus Madail |
| Copyright Year | 2016 |
| Abstract | espanolEl presente articulo pretende estudiar como varios profesores de distintas etapas educativas incorporan a sus practicas diversos recursos tecnologicos, sean equipos informaticos especialmente adaptados para edades tempranas u otros como pizarras digitales interactivas en conjuncion con otros soportes. Para realizar el estudio, se han registrado en video el desarrollo de las clases y, posteriormente, mediante un sistema de categorias que permite desmenuzar lo que ocurre en las clases, se han analizado las practicas de aula. Los resultados corroboran estudios anteriores sobre incorporacion de las Tecnologias de la Informacion y la Comunicacion (en adelante TIC) y permiten afirmar que los profesores gestionan el uso de estos recursos a traves de distintos patrones de actividad que adquieren sentido en relacion con la finalidad curricular de cada sesion. Asimismo, se constata que las tecnologias adoptan un papel subsidiario: el profesor se apoya en ellas para desarrollar las tareas y los contenidos y no cambia su forma de actuar por incorporar el recurso digital. EnglishThis paper tries to examine how various teachers from different educational levels integrate into their practice technological resources, computer equipments designed to be used with children at early ages or whiteboards combined with other hardware. Using a system to analyze classroom interaction that allows us to segment teaching practice into categories differentiated by level of generality, we studied recordings of various classroom sessions with the ICT resources. The results confirm the conclusions reached by previous studies on the Information and Communication Technologies educational uses and be able to affirm that teachers managed their practices by activity patterns where digital resources get sense in relation with the curricular goals of each session. Likewise, the results confirm that ICT resources play a secondary role: the teacher rely on them for support in the management and presentation of classroom tasks and contents. Also, teachers do not change their usual classroom performance when they incorporate the digital resource. |
| Starting Page | 11 |
| Ending Page | 29 |
| Page Count | 19 |
| File Format | PDF HTM / HTML |
| Volume Number | 15 |
| Alternate Webpage(s) | http://dehesa.unex.es/bitstream/handle/10662/5747/1695-288X_15_1_11.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
