Explorando las actitudes y creencias de los estudiantes de educación en relación a los e-portfolios y la tecnología en la educación
Resumen Este artículo informa sobre la actitud de los estudiantes de educación respecto a la tecnología en la educación y los procesos del e-portfolio. La actitud está estrechamente relacionada con las creencias de los profesores, que se han definido como barreras de segundo orden. Así como sí ha habido un esfuerzo importante para superar las barreras de primer orden como son los recursos, la formación y el apoyo, no se observa que la tecnología se haya incorporado en la educación de forma satisfactoria. Por tanto, hoy día se están considerando las barreras de segundo orden como las actitudes y las creencias para solucionar la falta de un uso innovador de la tecnología por parte de los profesores. Se ha discutido que la incorporación de la tecnología tiene que dirigirse a potenciar las habilidades superiores cognitivas y de pensamiento, y se debe emplear desde enfoques centrados en el alumno. La construcción de e-portfolios y la ayuda a los estudiantes para que gestionen y hagan crecer sus Entornos Personales de Aprendizaje (PLE) son dos enfoques valorados para ir más allá de los modelos tecnocéntricos. Los e-portfolios se consideran como parte del PLE de los estudiantes, de forma que los medios sociales se utilizan para mejorar los procesos del e-portfolio y los PLE de los alumnos. La investigación utiliza como instrumento un cuestionario dirigido a cuatro grupos de estudiantes de la sede de Ibiza de la Universidad de las Islas Baleares. Los participantes habían creado previamente sus e-portfolios con herramientas Web 2.0 durante el primer semestre. Se pidió a los alumnos que documentaran su aprendizaje semanalmente y reflexionaran sobre el cambio en sus formas de pensar sobre temas educativos. Además, también se les pidió que usaran nuevas herramientas y servicios de los medios sociales para aportar pruebas de su aprendizaje. El cuestionario está basado en una escala Likert para analizar las actitudes y creencias de los estudiantes respecto a su e-portfolio y la tecnología en la educación. Los resultados muestran que los estudiantes desarrollaron en general una actitud positiva. Las conclusiones señalan una pequeña diferencia en la actitud de los alumnos respecto la tecnología y los procesos específicos del e-portfolio.
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ERTMER, P. A. & OTTENBREIT-LETWICH, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic-enabled learning. Computers & Education, 64, 175-182.
http://dx.doi.org/10.1016/j.compedu.2012.10.008
ERTMER, P. A.; OTTENBREIT-LEFTWICH, A.; SADIK, O.; SENDURUR, E. & SENDURUR, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Computers and Education, 59 (2), 423-435. http://dx.doi.org/10.1016/j.compedu.2012.02.001
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GARRETT, N.; THOMS, B.; ALRUSHIEDAT, N. & RYAN, T. (2009). Social eportfolios as the new course management system. On the Horizon, 17 (3), 197-207. http://dx.doi.org/10.1108/10748120910993222
HERMANS, R.; TONDEUR, J.; VAN BRAAK, J. & VALCKE, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499-1509.
http://dx.doi.org/10.1016/j.compedu.2008.02.001
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