Experiencia didáctica con estudiantes de postgrado sobre los roles del educador en la Sociedad del Conocimiento y la Comunicación con tecnologías 2.0
Keywords:
tecnología educativa, enseñanza y formación, aprendizaje virtual, teleaprendizaje, internetAbstract
Este artículo describe una experiencia de innovación universitaria sobre los nuevos roles del educador en la Sociedad del Conocimiento y la Comunicación con software social, que se ha desarrollado en el módulo formativo denominado: «La tecnología como recurso educativo» perteneciente al Máster del Profesorado de Enseñanza Secundaria Obligatoria y Bachiller, Formación Profesional y Enseñanza de Idiomas, impartido en la Universidad Pablo de Olavide de Sevilla (España). Sus objetivos son: conocer y utilizar diferentes aplicaciones relacionadas con el software social como recurso didáctico para su formación como educadores, fomentar el andamiaje socio-cognitivo, facilitar la reflexión colectiva en red e investigar sobre los roles del educador en la sociedad actual. A través de una metodología cualitativo-descriptiva, el estudio concluye que el orden de preferencia de los roles del educador es el siguiente: orientación, innovación (capacidad de crear e introducir nuevos cambios para la mejora de las prácticas educativas), transmisión de información, planificación, gestión y, en último lugar, el rol de evaluador e investigador de la praxis educativa.
This article describes a university innovation experience about the new educator's roles in the Knowledge and Communication Society through social software, that has been developed through different practical sessions according to the training module called: «Technology as an educational resource», belonging to the Compulsory Secondary Education and Baccalaureate's Teacher's Master, Vocational Training and Language Teaching, taught at the University Pablo de Olavide Sevilla (Spain). Its objectives are: to get to know and use different applications related to the social software as a teaching resource for their training as educators, encourage the socio-cognitive scaffolding, facilitate the collective reflection in network and research the educator's roles in today's society. Through a methodology qualitative-descriptive, the research concludes that the preference order of the roles of the educator is as follows: guidance, innovation (the ability to create and introduce new changes to improve educational practices), transmission of information, planning, management and, finally, the role of evaluator and research and educational practice.
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