Análisis comparativo de las prácticas docentes con recursos TIC. Estudio de casos con profesores de Infantil, Primaria y Secundaria / Comparative analysis of classroom practices with ICT resources. Case Studies with teachers from Early Childhood Education
DOI:
https://doi.org/10.17398/1695-288X.15.1.11Keywords:
Tecnología educativa, Prácticas de clase, Educación Infantil, Educación Primaria, Educación Secundaria.Abstract
El presente artículo pretende estudiar cómo varios profesores de distintas etapas educativas incorporan a sus prácticas diversos recursos tecnológicos, sean equipos informáticos especialmente adaptados para edades tempranas u otros como pizarras digitales interactivas en conjunción con otros soportes. Para realizar el estudio, se han registrado en vídeo el desarrollo de las clases y, posteriormente, mediante un sistema de categorías que permite desmenuzar lo que ocurre en las clases, se han analizado las prácticas de aula. Los resultados corroboran estudios anteriores sobre incorporación de las Tecnologías de la Información y la Comunicación (en adelante TIC) y permiten afirmar que los profesores gestionan el uso de estos recursos a través de distintos patrones de actividad que adquieren sentido en relación con la finalidad curricular de cada sesión. Asimismo, se constata que las tecnologías 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.
ABSTRACT
This 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.
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