Índice de volúmenes - Índice de revistas - Índice de artículos - Mapa ---- Atrás

Revista Comunicar 62: Ecologías de aprendizaje en la era digital (Vol. 28 - 2020)

Ecologías de aprendizaje para usar las TIC inspirándose en docentes referentes

Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

https://doi.org/10.3916/C62-2020-03

Teresa Romeu

Montse Guitert-Catasús

Juliana-E. Raffaghelli

Albert Sangrà

Abstract

Este artículo presenta un estudio exploratorio que examina prácticas de docentes referentes de Educación Primaria en su desarrollo profesional para la integración de las TIC en la docencia y el aprendizaje como medio de comprensión operacional de las ecologías de aprendizaje. Un docente referente en el contexto de este estudio es aquel que innova pedagógicamente y que influye en la comunidad, habiendo desarrollado con éxito su ecología de aprendizaje. Mediante un enfoque cualitativo, se explora el concepto de ecologías de aprendizaje como motor de la innovación en el desarrollo profesional de los docentes, utilizando una muestra cuidadosamente seleccionada de nueve profesores de Educación Primaria. A partir de entrevistas en profundidad, codificación específica y análisis con NVivo, los resultados muestran que estos docentes despliegan sistemas organizados de actividades, relaciones y recursos, que pueden ser caracterizados como componentes de sus ecologías de aprendizaje para mantenerse permanentemente actualizados. Se identifican algunas de las características y factores que potencialmente facilitan u obstaculizan el desarrollo de su ecología de aprendizaje. Futuras investigaciones en esta línea permitirán mejorar la comprensión de las ecologías de aprendizaje profesional de los docentes, apoyando nuevas intervenciones y recomendaciones para el desarrollo profesional.

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies.

Keywords

Ecologías de aprendizaje, desarrollo profesional docente, educación primaria, docentes referentes, TIC, caso de estudio, factores influyentes, metodología cualitativa

Learning ecologies, teachers’ professional development, primary school education, outstanding teachers, ICT, case studies, influencing factors, qualitative methodology

Archivo PDF español

Archivo PDF inglés

Referencias

Admiraal, W., Louws, M., Lockhorst, D., Paas, T., …Kester, L. (2017). Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Computers & Education, 114, 57-68. https://doi.org/10.1016/j.compedu.2017.06.013

Agyei, D.D., & Voogt, J. (2014). Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice. Australasian Journal of Educational Technology, 30(1), 92-105. https://doi.org/10.14742/ajet.499

Akkerman, S.F., & Van-Eijck, M. (2013). Re-theorising the student dialogically across and between boundaries of multiple communities. British Educational Research Journal, 39(1), 60-72. https://doi.org/10.1080/01411926.2011.613454

Attard, M., & Shanks, R. (2017). The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education, 40(1), 91-109. https://doi.org/10.1080/02619768.2016.1251899

Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1n20-vv12-4rb5-33va

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368

Bradshaw, P., Walsh, C., & Twining, P. (2011). The Vital Programme: Transforming ICT professional development. American Journal of Distance Education, 26(2), 74-85. https://doi.org/10.1080/08923647.2012.655553

Correa, J.M., & Martínez, A. (2010). ¿Qué hacen las escuelas innovadoras con la tecnología?: Las TIC al servicio de la escuela y la comunidad en el Colegio Amara Berri. Teoría de la Educación, 11(1), 230-261. https://bit.ly/2YGHfYE

De-Jesús, R., & Lebres, M.L. (2013). Colaboración online, formación del profesorado y TIC en el aula: Estudio de caso. Teoría de la Educación, 14(3), 277-301. https://bit.ly/2Zo4mog

Dorner, H., & Kárpáti, A. (2010). Mentoring for innovation: Key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training. Online Learning, 14(4), 63-77. https://doi.org/10.24059/olj.v14i4.127

Geeraerts, K., Tynjälä, P., Heikkinen, H.L.T., Markkanen, I., …Gijbels, D. (2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38(3), 358-377. https://doi.org/10.1080/02619768.2014.983068

González-Sanmamed, M., Muñoz-Carril, P.C., & Santos-Caamaño, F. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805.

Hodgson, A., & Spours, K. (2015). An ecological analysis of the dynamics of localities: A 14+ low opportunity progression equilibrium in action. Journal of Education and Work, 28(1), 24-43. https://doi.org/10.1080/13639080.2013.805187

Ingleby, E. (2012). Research methods in education. Professional Development in Education, 38(3), 507-509. https://doi.org/10.1080/19415257.2011.643130

Jackson, N. (2011). Learning for a complex world: A lifewide concept of learning, education and personal development. Bloomington, IN: AuthorHouse Publishing

Jiménez, B. (2007). La formación permanente que se realiza en los centros de apoyo al profesorado. Educación XX1, 10, 159-178. https://doi.org/10.5944/educxx1.1.10.301

Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: Aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1), 25-41. https://doi.org/10.1080/02619768.2010.534980

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://bit.ly/2WcmanL

Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90(1), 1-12. https://doi.org/10.1016/j.compedu.2015.09.001

Laurillard, D. (2014). Anatomy of a MOOC for Teacher CPD (UCL IOE). London: Institute of Education. https://bit.ly/2HC7FQU

Littlejohn, A., Milligan, C., & Margaryan, A. (2012). Charting collective knowledge: Supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3), 226-238. https://doi.org/10.1108/13665621211209285

Livingston, K., & Robertson, J. (2001). The coherent system and the empowered individual: Continuing professional development for teachers in Scotland. European Journal of Teacher Education, 24(2), 183-194. https://doi.org/10.1080/02619760120095570

Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London: Routledge. https://doi.org/10.4324/9780203854754

Maina, M.F., & González, I.G. (2016). Articulating personal pedagogies through learning ecologies. In B. Gros, Kinshuk & M. Maina (Eds.), The future of ubiquitous learning (pp. 73-94). Hershey, PE: IGI-Global. https://doi.org/10.1007/978-3-662-47724-3_5

Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teacher’s perceptions. Education and Information Technologies, 20(2), 285-301. https://doi.org/10.1007/s10639-013-9281-9

OECD (Ed.) (2016). The survey of adult skills: Reader's companion. OECD Publishing: Paris. https://doi.org/10.1787/9789264258075-en

Panagiotis, G., Adamantios, P., Efthymios, V., & Adamos, A. (2011). Informatics and communication technologies (ICT) and in-service teachers’ training. Review of European Studies, 3(1), 2-12. https://doi.org/10.5539/res.v3n1p2

Potter, S.L., & Rockinson-Szapkiw, A.J. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 51(2), 22-27. https://doi.org/10.1002/pfi.21246

Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770

Romero, M., Guàrdia, L., Guitert, M., & Sangrà, A. (2014). Teachers’ professional development through Learning Ecologies: What are the experts’ views? In Teixeira, A. & Szucs, A. (Eds.), Challenges for research into open & digital learning: Doing things better-doing better things. EDEN 2014 Research Workshop Conference Proceedings. Oxford, UK: European Distance and E-learning Network (pp. 27-36). https://bit.ly/2YWv6A6

Sangrà, A, González-Sanmamed, M., & Guitert, M. (2013). Learning ecologies: Informal professional development opportunities for teachers. In 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM) (pp. 1-2). https://doi.org/10.1109/CICEM.2013.6820171

Sangrà, A., Raffaghelli, J., & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619-1638. https://doi: https://doi.org/10.1111/bjet.12795

Strohmayer, A., Comber, R., & Balaam, M. (2015). Exploring learning ecologies among people experiencing homelessness. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (p. 2275-2284). https://doi.org/10.1145/2702123.2702157

Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120. https://bit.ly/2KmpnJo

Twining, P., Raffaghelli, J., Albion, P., & Knezek, D. (2013). Moving education into the digital age: The contribution of teachers’ professional development. Journal of Computer Assisted Learning, 9(5), 399-486. https://doi.org/10.1111/jcal.12031

Uluyol, Ç., & ?ahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. https://doi.org/10.1111/bjet.12220

Unal, S., & Ozturk, I.H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944. https://doi: 10.5829/idosi.wasj.2012.18.07.1243

Van-Den-Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92-93, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017