Projeto, implementação e avaliação de uma intervenção de treinamento em tecnologia da música baseada em TPACK e ABP na formação inicial de professores de música do ensino médio
DOI:
https://doi.org/10.17398/1695-288X.18.2.9Palavras-chave:
Educação Musical, Tecnologias de informação e comunicação, Método do Projeto, Aprendizagem colaborativa, Formação inicial de professoresResumo
Este artigo apresenta uma investigação que tentou fortalecer a formação tecnológica na formação inicial de professores de educação musical no ensino médio de uma universidade chilena. A partir da detecção de um problema de treinamento relacionado aos conteúdos tecnológicos recebidos em uma disciplina da carreira, uma intervenção de ensino foi projetada, implementada e avaliada ao longo de um semestre. O desenho da intervenção levou em consideração os componentes de alfabetização tecnológica, uma estratégia de aprendizagem baseada em projetos (ABP) e uma metodologia para integrar conteúdo disciplinar-tecnológico-pedagógico conhecido como TPACK. Os produtos de treinamento, objetos dos projetos de trabalho, foram materiais didáticos aplicáveis na sala de aula do ensino médio. Os dados coletados mostram uma boa recepção e avaliação dos alunos dos aspectos acadêmicos da matéria: os alunos atribuem significado à tecnologia em sua profissão, melhoram sua autopercepção de suas habilidades tecnológicas em situações de classe e percebem que a tecnologia pode ajudar para consolidar seu perfil profissional.
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Referências
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Baran, E., Chuang, H. y Thompson, A. (2011). TPACK: an emerging research and develpment tool for teacher educators. TOJET: The Turkish Online Journal of Educational Technology, 10, 4, 370-377.
Boza, A., Tirado, R. y Guzmán-Franco, M. (2010). Creencias del profesorado sobre el significado de la tecnología en la enseñanza: influencia para su inserción en los centros docentes andaluces. RELIEVE, 16, 1. 1-24. DOI: 10.7203/relieve.16.1.4152
Chai, C. S., Koh, J. H. L., y Tsai, C.-C. (2010). Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13 (4), 63–73.
Crawford, R. (2008). Are Resources Solely to Be Blamed? The Current Situation on Music Education Facilities, Computer and Music Technology Resources in Victoria. Australian Journal of Music Education, 1. 44-55.
Dussel, I. (2017). Perspectivas, tensiones y límites en la evaluación de las políticas Uno a Uno en América Latina. En S. B. Larghi y R. W. Iparraguirre (Eds.) Inclusión digital: una mirada crítica sobre la evaluación del modelo uno a uno en Latinoamérica (pp. 143–164). Buenos Aires: Teseo.
Dwyer, B., y Larson, L. (2014). The writer in the reader: Building communities of response in digital environments. En K. E. Pytash y R. E. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 202–220). Hershey: IGI Global.
Fernandes, S., Mesquita, M., Flores, M.A. y Lima, R.M. (2014) Engaging students in learning: findings from a study of project-led education. European Journal of Engineering Education, 39:1, 55-67, DOI: 10.1080/03043797.2013.833170.
Galanouli, D., Murphy, C. y Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers Education, 43. 63–79. doi:10.1016/j.compedu.2003.12.005
Haning, M. (2016). Are They Ready to Teach With Technology? An Investigation of Technology Instruction in Music Teacher Education Programs. Journal of Music Teacher Education, 25(3). 78–90.
Harris, J., Mishra, P., y Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
Helsper, E., y Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3). 503–520. DOI: 10.1080/01411920902989227.
Istenic, A., Cotic, M., Solomonides, I. y Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29–50. DOI: 10.1177/1365480216659733
Kirschner, P. A., y De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001
Koehler, M., Mishra, P. y Cain, W. (2013). What is technological pedagogical content Knowledge (TPACK)? Journal of Education, 193, 3, 13-19.
Kokotsaki, D., Menzies, V. y Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19 (3). 267-277.
Larson, L., Forzani, E. y Leu, D.J. (2018). New Literacies: Curricular Implications. En J. Voogt, G.Knezek, R.
Christensen y Kwok-Wing Lai (eds.) Second Handbook of Information Technology in Primary and Secondary Education. (pp. 38-52). Chan: Springer International Publishing.
Lorenzo-Quiles, O., Vílchez-Fernández, N. y Herrera-Torres, L. (2015). Educational effectiveness analysis of the use of digital music learning objects. Comparison of digital versus non-digital teaching resources in compulsory secondary education. Infancia y Aprendizaje, 38, 2, 295-326, DOI: 10.1080/02103702.2015.1016748
Ljung-Djärf, A., Magnusson, A. y Peterson, S. (2014). From doing to learning: Changed focus during a preschool learning study project on organic decomposition. International Journal of Science Education, 36, 656-676.
Mettas, A., y Constantinou, C. P. (2008). The technology fair: A project-based learning approach for enhancing problem solving skills and interest in design and technology education. International Journal of Technology and Design Education, 18, 79–100.
Mioduser, D., Nachmias, R. y Forkosh-Baruch, A. (2008). New Literacies for the knowledge society. En J. Voogt y G. Knezek (eds.). International Handbook of Information Technology in Primary and Secondary Education. Part One. (pp. 23-42). New York: Springer.
Mishra, P. y Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108,(6). 1017–1054. Recuperado de: http://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf
Mishra, P., Koehler, M. J., y Henriksen, D. (2010). The 7 transdisciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 51(2), 22-28.
Mishra, P. y Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6-19. https://doi.org/10.1080/21532974.2016.1242392
Osborne, J. y Hennessy, S. (2003). Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions. 2003. Recuperado de: https://www.nfer.ac.uk/literature-review-in-science-education-and-the-role-of-ict-promise-problems-and-future-directions/
Overbay, A., Patterson, A., Vasu, E. y Grable, L. (2010). Constructivism and technology use: findings from the IMPACTing Leadership project. Educational Media International, 47, 2, 103–120.
Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28, 425–439. DOI:10.1111/j.1365-2729.2011.00447.x
Pérez-Gil, M., Tejada, J., Morant, R. y Pérez, A. (2016) Cantus. Construction and evaluation of a software for real-time vocal music training and musical intonation assessment for music education. Journal of Music, Technology and Education 9(2),125-144. doi: 10.1386/jmte.9.2.125_1
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9, 5. 1-6.
Sancho, J., Bosco, A., Alonso, C. y Sánchez, J. (2015). Formación del profesorado en Tecnología Educativa: de cómo las realidades generan los mitos. RELATEC, Revista Latinoamericana de Tecnología Educativa, 14(1), 17-30. DOI: 10.17398/1695288X.14.1.17
Snow, K. (2004). What counts as literacy in early childhood? En K. McCartney, y D. Phillips (Eds.), Blackwell handbook of early childhood development (pp. 274–294). Malden, MA: Blackwell Publishing.
Sweeney, T., y Drummond, A. (2013). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Educational Computing, 27. 117–123.
Tagle, T. (2011). El enfoque reflexivo en la formación docente. Calidad en la Educación, 34. http://dx.doi.org/10.4067/S0718-45652011000100011
Tejada, J. (2004). Música y mediación de la tecnología en sus procesos de aprendizaje. Educación XX1, 7. 15-26. DOI:10.5944/educxx1.0.7.327
Tejada, J. y Thayer, T. (en prensa). El desempeño docente en educación musical del profesorado generalista de Chile. Un estudio mixto exploratorio. Didacticae.
Thayer, T., Venegas-Thayer, A. y Tejada, J. (2019). Design, Implementation and Students’ Emotional Assessment of a Software for the Learning of Rational Numbers through Music Metaphors in Chilean Primary Education. An Exploratory Study on Audio Fractions. International Journal of Innovation in Science and Mathematics Education, 27 (2), 1-17.
Thompson, A., y Mishra, P. (2007). Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64
TPCK – Technological Pedagogical Content Knowledge. (2010). Recuperado de: http://tpack.org
Venegas, A., Thayer, T. y Tejada, J. (2018) Recursos informáticos para el aprendizaje de las matemáticas mediante metáforas musicales: el proceso de creación y evaluación de PicaLab. Estudios Pedagógicos 44, 1. 351-376. DOI: 10.4067/S0718-07052018000100351
Voogt, J., Knezek, G., y Somekh, B. (2008). ‘Factors Affecting Teachers’ Pedagogical Adoption of ICT. En J. Voogt and G. Knezek (eds.) International Handbook of Information Technology in Primary and Secondary Education (pp. 449-460). New York, NY: Springer.
Ainley, J. (2018). Students and Their Computer Literacy: Evidence and Curriculum Implications. En J.
Voogt, G.Knezek, R. Christensen y Kwok-Wing Lai (eds.) Second Handbook of Information Technology in Primary and Secondary Education. (pp. 70-88). Cham: Springer International Publishing.
Baran, E., Chuang, H. y Thompson, A. (2011). TPACK: an emerging research and develpment tool for teacher educators. TOJET: The Turkish Online Journal of Educational Technology, 10, 4, 370-377.
Boza, A., Tirado, R. y Guzmán-Franco, M. (2010). Creencias del profesorado sobre el significado de la tecnología en la enseñanza: influencia para su inserción en los centros docentes andaluces. RELIEVE, 16, 1. 1-24. DOI: 10.7203/relieve.16.1.4152
Chai, C. S., Koh, J. H. L., y Tsai, C.-C. (2010). Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13 (4), 63–73.
Crawford, R. (2008). Are Resources Solely to Be Blamed? The Current Situation on Music Education Facilities, Computer and Music Technology Resources in Victoria. Australian Journal of Music Education, 1. 44-55.
Dussel, I. (2017). Perspectivas, tensiones y límites en la evaluación de las políticas Uno a Uno en América Latina. En S. B. Larghi y R. W. Iparraguirre (Eds.) Inclusión digital: una mirada crítica sobre la evaluación del modelo uno a uno en Latinoamérica (pp. 143–164). Buenos Aires: Teseo.
Dwyer, B., y Larson, L. (2014). The writer in the reader: Building communities of response in digital environments. En K. E. Pytash y R. E. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 202–220). Hershey: IGI Global.
Fernandes, S., Mesquita, M., Flores, M.A. y Lima, R.M. (2014) Engaging students in learning: findings from a study of project-led education. European Journal of Engineering Education, 39:1, 55-67, DOI: 10.1080/03043797.2013.833170.
Galanouli, D., Murphy, C. y Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers Education, 43. 63–79. doi:10.1016/j.compedu.2003.12.005
Haning, M. (2016). Are They Ready to Teach With Technology? An Investigation of Technology Instruction in Music Teacher Education Programs. Journal of Music Teacher Education, 25(3). 78–90.
Harris, J., Mishra, P., y Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
Helsper, E., y Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3). 503–520. DOI: 10.1080/01411920902989227.
Istenic, A., Cotic, M., Solomonides, I. y Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29–50. DOI: 10.1177/1365480216659733
Kirschner, P. A., y De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001
Koehler, M., Mishra, P. y Cain, W. (2013). What is technological pedagogical content Knowledge (TPACK)? Journal of Education, 193, 3, 13-19.
Kokotsaki, D., Menzies, V. y Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19 (3). 267-277.
Larson, L., Forzani, E. y Leu, D.J. (2018). New Literacies: Curricular Implications. En J. Voogt, G.Knezek, R.
Christensen y Kwok-Wing Lai (eds.) Second Handbook of Information Technology in Primary and Secondary Education. (pp. 38-52). Chan: Springer International Publishing.
Lorenzo-Quiles, O., Vílchez-Fernández, N. y Herrera-Torres, L. (2015). Educational effectiveness analysis of the use of digital music learning objects. Comparison of digital versus non-digital teaching resources in compulsory secondary education. Infancia y Aprendizaje, 38, 2, 295-326, DOI: 10.1080/02103702.2015.1016748
Ljung-Djärf, A., Magnusson, A. y Peterson, S. (2014). From doing to learning: Changed focus during a preschool learning study project on organic decomposition. International Journal of Science Education, 36, 656-676.
Mettas, A., y Constantinou, C. P. (2008). The technology fair: A project-based learning approach for enhancing problem solving skills and interest in design and technology education. International Journal of Technology and Design Education, 18, 79–100.
Mioduser, D., Nachmias, R. y Forkosh-Baruch, A. (2008). New Literacies for the knowledge society. En J. Voogt y G. Knezek (eds.). International Handbook of Information Technology in Primary and Secondary Education. Part One. (pp. 23-42). New York: Springer.
Mishra, P. y Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108,(6). 1017–1054. Recuperado de: http://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf
Mishra, P., Koehler, M. J., y Henriksen, D. (2010). The 7 transdisciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 51(2), 22-28.
Mishra, P. y Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6-19. https://doi.org/10.1080/21532974.2016.1242392
Osborne, J. y Hennessy, S. (2003). Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions. 2003. Recuperado de: https://www.nfer.ac.uk/literature-review-in-science-education-and-the-role-of-ict-promise-problems-and-future-directions/
Overbay, A., Patterson, A., Vasu, E. y Grable, L. (2010). Constructivism and technology use: findings from the IMPACTing Leadership project. Educational Media International, 47, 2, 103–120.
Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28, 425–439. DOI:10.1111/j.1365-2729.2011.00447.x
Pérez-Gil, M., Tejada, J., Morant, R. y Pérez, A. (2016) Cantus. Construction and evaluation of a software for real-time vocal music training and musical intonation assessment for music education. Journal of Music, Technology and Education 9(2),125-144. doi: 10.1386/jmte.9.2.125_1
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9, 5. 1-6.
Sancho, J., Bosco, A., Alonso, C. y Sánchez, J. (2015). Formación del profesorado en Tecnología Educativa: de cómo las realidades generan los mitos. RELATEC, Revista Latinoamericana de Tecnología Educativa, 14(1), 17-30. DOI: 10.17398/1695288X.14.1.17
Snow, K. (2004). What counts as literacy in early childhood? En K. McCartney, y D. Phillips (Eds.), Blackwell handbook of early childhood development (pp. 274–294). Malden, MA: Blackwell Publishing.
Sweeney, T., y Drummond, A. (2013). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Educational Computing, 27. 117–123.
Tagle, T. (2011). El enfoque reflexivo en la formación docente. Calidad en la Educación, 34. http://dx.doi.org/10.4067/S0718-45652011000100011
Tejada, J. (2004). Música y mediación de la tecnología en sus procesos de aprendizaje. Educación XX1, 7. 15-26. DOI:10.5944/educxx1.0.7.327
Tejada, J. y Thayer, T. (en prensa). El desempeño docente en educación musical del profesorado generalista de Chile. Un estudio mixto exploratorio. Didacticae.
Thayer, T., Venegas-Thayer, A. y Tejada, J. (2019). Design, Implementation and Students’ Emotional Assessment of a Software for the Learning of Rational Numbers through Music Metaphors in Chilean Primary Education. An Exploratory Study on Audio Fractions. International Journal of Innovation in Science and Mathematics Education, 27 (2), 1-17.
Thompson, A., y Mishra, P. (2007). Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64
TPCK – Technological Pedagogical Content Knowledge. (2010). Recuperado de: http://tpack.org
Venegas, A., Thayer, T. y Tejada, J. (2018) Recursos informáticos para el aprendizaje de las matemáticas mediante metáforas musicales: el proceso de creación y evaluación de PicaLab. Estudios Pedagógicos 44, 1. 351-376. DOI: 10.4067/S0718-07052018000100351
Voogt, J., Knezek, G., y Somekh, B. (2008). ‘Factors Affecting Teachers’ Pedagogical Adoption of ICT. En J. Voogt and G. Knezek (eds.) International Handbook of Information Technology in Primary and Secondary Education (pp. 449-460). New York, NY: Springer.
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2019-12-14
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Projeto, implementação e avaliação de uma intervenção de treinamento em tecnologia da música baseada em TPACK e ABP na formação inicial de professores de música do ensino médio. (2019). Revista Latinoamericana De Tecnología Educativa - RELATEC, 18(2). https://doi.org/10.17398/1695-288X.18.2.9
