Instructional design of digital education for teacher training
DOI:
https://doi.org/10.17398/1695-288X.17.1.41Keywords:
Digital education, Teacher Training, B-learning, E-learning, Instructional DesignAbstract
This article analyzes the incidence of digital education in teacher training in the modalities of b-learning and e-learning. The research proposed three case studies. The first study evaluates the effects of a TIC training course in b-learning mode in the digital competence of teachers in an Ecuadorian university. The second study identified the key components of the instructional design of a postgraduate program in the e-learning modality of a Spanish university. The third study established a proposal for instructional re-design of a digital education course through development of digital and informational competencies for Ecuadorian higher education staff. The results showed that he instructional design of the training courses does not meet the needs and expectations of the digital competence, nor does it show an improvement in ICT practices in the classroom; the master degree analyzed is considered as a valid, innovative and updated proposal for the training of professionals and researchers in Educational Technology and the design of the activities is key to the promotion of deep learning in online education; and instructional re-design, based on the results of the previous studies, contributes to the quality of digital teacher training in the University. These three studies allow a comprehensive view of the results of research on digital education and university staff training in b-learning and e-learning.
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References
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Arbaugh, J., Cleveland-Innes, M., Díaz, S., Garrison, D., Ice, P., Richardson, J., & Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. doi:http://dx.doi.org/10.1016/j.iheduc.2008.06.003
Bell, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243-253.
Bicen, H., Ozdamli, F., & Uzunboylu, H. (2014). Online and Blended Learning Approach on Instructional Multimedia Development Courses in Teacher Education. Interactive Learning Environments, 22(4), 529-548. doi:10.1080/10494820.2012.682586
Cabero, J., Arancibia, M.L., Valdivia, I. & Araneda, S. (2018). Percepciones de profesores y estudiantes de la formación virtual y de las herramientas en ellas utilizadas. Revista Diálogo Educacional, 18 (56), 149-163. Recuperado a partir de https://idus.us.es/xmlui/handle/11441/71505
Cabero, J., Marín, V., & Castaño, C. (2015). Validación de la aplicación del modelo TPACK para la formación del profesorado en TIC. @TIC. Revista d'innovació educativa, 14, 13-22. Recuperado a partir de http://www.redalyc.org/articulo.oa?id=349541425002
Carrera, X., & Coiduras, J. (2012). Identificación de la competencia digital del profesor universitario: un estudio exploratorio en el ámbito de las Ciencias Sociales. Revista de docencia universitaria, 10(2), 273-298. Recuperado a partir de http://red-u.net/redu/index.php/REDU/article/view/383
Chai, C., Koh, J., & Tsai, C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51. Recuperado a partir de http://www.ifets.info/journals/16_2/4.pdf
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100. doi:10.1016/j.iheduc.2012.11.003
Esterhuizen, H., Blignaut, S., & Ellis, S. (2013). Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development. The International Review Of Research In Open And Distributed Learning, 14(3), 59-80. doi:http://dx.doi.org/10.19173/irrodl.v14i3.1358
Eyal, L. (2018). Dilemma Based Learning Integrated Collaborative Technologies -Teacher Education Course Model. Edulearn18. Recuperado a partir de: https://iated.org/concrete3/paper_detail.php?paper_id=65931
Garrison, D., Anderson, T., & Archer, W. (2000).Critical inquiry in a text-based environment: Computer conferencing in higher educationc model.The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D., & Vaughan, N. (2013). Institutional change and leadership associated with blended learning association: two case studies. The Internet and Higher Education(18), 24-28. doi:10.1016/j.iheduc.2012.09.001
Gibelli, T. (2014). La investigación basada en diseño para el estudio de innovación en educación superior que promueve la autorregulación del aprendizaje utilizando TIC. Congreso Iberoamericano de Ciencias, Tecnología, Innovación y Educación, 1-16. Recuperado a partir de http://www.oei.es/congreso2014/memoriactei/1440.pdf
Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance education, 34(3). doi:10.1080/01587919.2013.835771
Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: An in Depth Analysis of Literature. Procedia - Social and Behavioral Sciences, 116, 4596-4603.
Halverson, L., Graham, C., Spring, K., & Drysdale, J. (2012). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 3(33), 381-413.
Halverson, L., Graham, C., Spring, K., Drysdale, J., & Henrie, C. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education(20), 20-34. doi:10.1016/j.iheduc.2013.09.004
Hepler, J. C. (2017). Digital technology and its influence on the professionalization of teaching associates in a university english department. (Order No. 10206440). (1972657937). Recuperado a partir de https://search.proquest.com/docview/1972657937accountid=36797
Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49, 740-762. doi:10.1016/j.compedu.2005.11.012
Koh, J., & Chai, C. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. doi:10.1016/j.compedu.2013.08.017
Koh, J., Chai, C., & Tay, L. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. doi:10.1016/j.compedu.2014.04.022
Merrill, M. (2002). First principles of instruction. Educational Technology Research & Development, 50(3), 43-59.
Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Recuperado a partir de https://pdfs.semanticscholar.org/977d/8f707ca1882e093c4ab9cb7ff0515cd944f5.pdf
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. doi:10.1016/j.compedu.2013.09.020
Oliveria, A. & Pombo, L. (2018). The use of Technologies in Education: initial perceptions of Teachers involved in the Edulab Project. Edulearn18. Recuperado a partir de: https://iated.org/concrete3/paper_detail.php?paper_id=65658
Pombo, L., Carlos, V., & Loureiro, M. J. (2015). Edulabs for the integration of technologies in Basic Education – monitoring the AGIRE project. International Journal of Research in Education and Science – IJRES, 2 (1), 16-29. Recuperado a partir de http://www.ijres.net/article/view/5000121574
Posada, R. (2004). Formación superior basada en competencias, interdisciplinariedad y trabajo autónomo del estudiante. Revista Iberoamericana de Educación. Obtenido de http://rieoei.org/deloslectores/648Posada.PDF
Pozos, K. (27 de junio de 2009). La competencia digital del profesorado universitario para la sociedad del conocimiento: un modelo para la integración de competencia digital en el desarrollo profesional docente. Recuperado a partir de V Congreso de formación para el trabajo: https://www.academia.edu/485126/La_Competencia_Digital_del_Profesorado_Universitario_para_la_Sociedad_del_Conocimiento_Un_Modelo_para_la_Integraci%C3%B3n_de_la_Competencia_Digital_en_el_Desarrollo_Profesional_Docente
Quaicoe, J.S. & Pata, K. (2018). Basic school teachers’ perspective to digital teaching and learning in Ghana, Education and Information Technologies, 23: 1159-1173. https://doi.org/10.1007/s10639-017-9660-8
Regalado, J. (2013). Las competencias digitales en la formación docente. Ra Ximhai, 9(4), 21-29. Recuperado a partir de http://www.revistas.unam.mx/index.php/rxm/article/download/54013/48091
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122-131. doi:10.1016/j.tate.2012.09.002
Rinaudo, M., & Donolo, D. (2010). Estudios de diseño. Una perspectiva prometedora en la investigación educativa. Revista de Educación a Distancia, 22, 1-29. Obtenido de http://www.um.es/ead/red/22/rinaudo_donolo.pdf
Romero, R., Cabero, J. y Barroso, J. (2016). E-Learning of Andalusian University's Lecturers. Gender. Turkish Online Journal of Educational Technology - TOJET, 15 (2), pp. 25-37.
Saengbanchong, V., Wiratchai, N., & Bowarnkitiwong, S. (2014). Validating the Technological Pedagogical Content Knowledge appropiate for instructing Students (TPACK-S) of pre-service teachers. Procedia - Social and Behavioral Sciences, 116, 524-530. doi:10.1016/j.sbspro.2014.01.252
Schnerkenberg, D. (2010). Overcoming Barriers for eLearning in Universities: Portfolio Models for eCompetence Development of Faculty. British Journal of Educational Technology, 41(6), 979-991.
Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi:10.17763/haer.57.1.j463w79r56455411
Tejada, J. & Pozos, K. (2018). Nuevos escenarios y competencias digitales docentes: hacia la profesionalización docente con TIC. Revista de Currículum y Formación del Profesorado, 22(1), 25-51. Recuperado a partir de https://recyt.fecyt.es/index.php/profesorado/article/view/63620/pdf_60
Teng Lye, L. (2013). Opportunities and challenges faced by private higher education institution using TPACK Model in Malaysia. Procedia - Social and Behavioral Sciences, 91, 294-305. doi:10.1016/j.sbspro.2013.08.426
Thai, T., De Wever, B., & Valcke, M. (2015). Impact of Different Blends of Learning on Students Performance in Higher Education. European Conference on e-Learning, 744-753. Recuperado a partir de http://search.proquest.com/openview/5e52b0f4a3bbbfcce16e4afaea4e3279/1.pdf?pq-origsite=gscholar
The Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8.
Tømte, C., Enochsson, A., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: the TPACK framework goes online. Computers & Education, 84, 25-35. doi:10.1016/j.compedu.2015.01.005
Valverde-Berrocoso, J. & Balladares, J. (2017). Enfoque sociológico del uso del b-learning en la educación digital del docente universitario. Sophia: colección de Filosofía de la Educación, 23(2), 123-140.
Volk, B., & Keller, A. (2010). Zurich E-Learning Certificate. A role model for the acquirement of eCompetence for Academic Staff. European Journal of Open, Distance and E-Learning. doi:10.5167/uzh-62755
Walker, R. (1983) La realización de estudios de casos en educación. Ética, teoría y procedimientos. En W.B. Dockrell y D. Hamilton (comps.) (1983). Nuevas reflexiones sobre la investigación educativa. Madrid: Narcea, pp. 42-82.
Wang, F., & Hannafin, M. (2005). Design-based research and Technology-Enhanced Learning Environments. Educational Technology Research and Development, 53(4), 5-23.
Álvarez, C. & San Fabián, J.L. (2012). La elección del estudio de caso en investigación educativa. Gazeta de Antropología, 28 (1). Recuperado a partir de http://hdl.handle.net/10481/20644
Arbaugh, J., Cleveland-Innes, M., Díaz, S., Garrison, D., Ice, P., Richardson, J., & Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. doi:http://dx.doi.org/10.1016/j.iheduc.2008.06.003
Bell, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243-253.
Bicen, H., Ozdamli, F., & Uzunboylu, H. (2014). Online and Blended Learning Approach on Instructional Multimedia Development Courses in Teacher Education. Interactive Learning Environments, 22(4), 529-548. doi:10.1080/10494820.2012.682586
Cabero, J., Arancibia, M.L., Valdivia, I. & Araneda, S. (2018). Percepciones de profesores y estudiantes de la formación virtual y de las herramientas en ellas utilizadas. Revista Diálogo Educacional, 18 (56), 149-163. Recuperado a partir de https://idus.us.es/xmlui/handle/11441/71505
Cabero, J., Marín, V., & Castaño, C. (2015). Validación de la aplicación del modelo TPACK para la formación del profesorado en TIC. @TIC. Revista d'innovació educativa, 14, 13-22. Recuperado a partir de http://www.redalyc.org/articulo.oa?id=349541425002
Carrera, X., & Coiduras, J. (2012). Identificación de la competencia digital del profesor universitario: un estudio exploratorio en el ámbito de las Ciencias Sociales. Revista de docencia universitaria, 10(2), 273-298. Recuperado a partir de http://red-u.net/redu/index.php/REDU/article/view/383
Chai, C., Koh, J., & Tsai, C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51. Recuperado a partir de http://www.ifets.info/journals/16_2/4.pdf
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100. doi:10.1016/j.iheduc.2012.11.003
Esterhuizen, H., Blignaut, S., & Ellis, S. (2013). Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development. The International Review Of Research In Open And Distributed Learning, 14(3), 59-80. doi:http://dx.doi.org/10.19173/irrodl.v14i3.1358
Eyal, L. (2018). Dilemma Based Learning Integrated Collaborative Technologies -Teacher Education Course Model. Edulearn18. Recuperado a partir de: https://iated.org/concrete3/paper_detail.php?paper_id=65931
Garrison, D., Anderson, T., & Archer, W. (2000).Critical inquiry in a text-based environment: Computer conferencing in higher educationc model.The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D., & Vaughan, N. (2013). Institutional change and leadership associated with blended learning association: two case studies. The Internet and Higher Education(18), 24-28. doi:10.1016/j.iheduc.2012.09.001
Gibelli, T. (2014). La investigación basada en diseño para el estudio de innovación en educación superior que promueve la autorregulación del aprendizaje utilizando TIC. Congreso Iberoamericano de Ciencias, Tecnología, Innovación y Educación, 1-16. Recuperado a partir de http://www.oei.es/congreso2014/memoriactei/1440.pdf
Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance education, 34(3). doi:10.1080/01587919.2013.835771
Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: An in Depth Analysis of Literature. Procedia - Social and Behavioral Sciences, 116, 4596-4603.
Halverson, L., Graham, C., Spring, K., & Drysdale, J. (2012). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 3(33), 381-413.
Halverson, L., Graham, C., Spring, K., Drysdale, J., & Henrie, C. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education(20), 20-34. doi:10.1016/j.iheduc.2013.09.004
Hepler, J. C. (2017). Digital technology and its influence on the professionalization of teaching associates in a university english department. (Order No. 10206440). (1972657937). Recuperado a partir de https://search.proquest.com/docview/1972657937accountid=36797
Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49, 740-762. doi:10.1016/j.compedu.2005.11.012
Koh, J., & Chai, C. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. doi:10.1016/j.compedu.2013.08.017
Koh, J., Chai, C., & Tay, L. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. doi:10.1016/j.compedu.2014.04.022
Merrill, M. (2002). First principles of instruction. Educational Technology Research & Development, 50(3), 43-59.
Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Recuperado a partir de https://pdfs.semanticscholar.org/977d/8f707ca1882e093c4ab9cb7ff0515cd944f5.pdf
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. doi:10.1016/j.compedu.2013.09.020
Oliveria, A. & Pombo, L. (2018). The use of Technologies in Education: initial perceptions of Teachers involved in the Edulab Project. Edulearn18. Recuperado a partir de: https://iated.org/concrete3/paper_detail.php?paper_id=65658
Pombo, L., Carlos, V., & Loureiro, M. J. (2015). Edulabs for the integration of technologies in Basic Education – monitoring the AGIRE project. International Journal of Research in Education and Science – IJRES, 2 (1), 16-29. Recuperado a partir de http://www.ijres.net/article/view/5000121574
Posada, R. (2004). Formación superior basada en competencias, interdisciplinariedad y trabajo autónomo del estudiante. Revista Iberoamericana de Educación. Obtenido de http://rieoei.org/deloslectores/648Posada.PDF
Pozos, K. (27 de junio de 2009). La competencia digital del profesorado universitario para la sociedad del conocimiento: un modelo para la integración de competencia digital en el desarrollo profesional docente. Recuperado a partir de V Congreso de formación para el trabajo: https://www.academia.edu/485126/La_Competencia_Digital_del_Profesorado_Universitario_para_la_Sociedad_del_Conocimiento_Un_Modelo_para_la_Integraci%C3%B3n_de_la_Competencia_Digital_en_el_Desarrollo_Profesional_Docente
Quaicoe, J.S. & Pata, K. (2018). Basic school teachers’ perspective to digital teaching and learning in Ghana, Education and Information Technologies, 23: 1159-1173. https://doi.org/10.1007/s10639-017-9660-8
Regalado, J. (2013). Las competencias digitales en la formación docente. Ra Ximhai, 9(4), 21-29. Recuperado a partir de http://www.revistas.unam.mx/index.php/rxm/article/download/54013/48091
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122-131. doi:10.1016/j.tate.2012.09.002
Rinaudo, M., & Donolo, D. (2010). Estudios de diseño. Una perspectiva prometedora en la investigación educativa. Revista de Educación a Distancia, 22, 1-29. Obtenido de http://www.um.es/ead/red/22/rinaudo_donolo.pdf
Romero, R., Cabero, J. y Barroso, J. (2016). E-Learning of Andalusian University's Lecturers. Gender. Turkish Online Journal of Educational Technology - TOJET, 15 (2), pp. 25-37.
Saengbanchong, V., Wiratchai, N., & Bowarnkitiwong, S. (2014). Validating the Technological Pedagogical Content Knowledge appropiate for instructing Students (TPACK-S) of pre-service teachers. Procedia - Social and Behavioral Sciences, 116, 524-530. doi:10.1016/j.sbspro.2014.01.252
Schnerkenberg, D. (2010). Overcoming Barriers for eLearning in Universities: Portfolio Models for eCompetence Development of Faculty. British Journal of Educational Technology, 41(6), 979-991.
Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi:10.17763/haer.57.1.j463w79r56455411
Tejada, J. & Pozos, K. (2018). Nuevos escenarios y competencias digitales docentes: hacia la profesionalización docente con TIC. Revista de Currículum y Formación del Profesorado, 22(1), 25-51. Recuperado a partir de https://recyt.fecyt.es/index.php/profesorado/article/view/63620/pdf_60
Teng Lye, L. (2013). Opportunities and challenges faced by private higher education institution using TPACK Model in Malaysia. Procedia - Social and Behavioral Sciences, 91, 294-305. doi:10.1016/j.sbspro.2013.08.426
Thai, T., De Wever, B., & Valcke, M. (2015). Impact of Different Blends of Learning on Students Performance in Higher Education. European Conference on e-Learning, 744-753. Recuperado a partir de http://search.proquest.com/openview/5e52b0f4a3bbbfcce16e4afaea4e3279/1.pdf?pq-origsite=gscholar
The Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8.
Tømte, C., Enochsson, A., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: the TPACK framework goes online. Computers & Education, 84, 25-35. doi:10.1016/j.compedu.2015.01.005
Valverde-Berrocoso, J. & Balladares, J. (2017). Enfoque sociológico del uso del b-learning en la educación digital del docente universitario. Sophia: colección de Filosofía de la Educación, 23(2), 123-140.
Volk, B., & Keller, A. (2010). Zurich E-Learning Certificate. A role model for the acquirement of eCompetence for Academic Staff. European Journal of Open, Distance and E-Learning. doi:10.5167/uzh-62755
Walker, R. (1983) La realización de estudios de casos en educación. Ética, teoría y procedimientos. En W.B. Dockrell y D. Hamilton (comps.) (1983). Nuevas reflexiones sobre la investigación educativa. Madrid: Narcea, pp. 42-82.
Wang, F., & Hannafin, M. (2005). Design-based research and Technology-Enhanced Learning Environments. Educational Technology Research and Development, 53(4), 5-23.
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2018-07-23
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How to Cite
Instructional design of digital education for teacher training. (2018). Latin American Journal of Educational Technology - RELATEC, 17(1). https://doi.org/10.17398/1695-288X.17.1.41
