Actitudes hacia la tecnología de la realidad virtual de alumnos de un colegio de enseñanza obligatoria en un municipio de la Isla de Tenerife
Resumen El propósito de este estudio había sido determinar las actitudes de estudiantes hacia las TIC. Los participantes de este estudio fueron 486 estudiantes de ocho cursos de educación primaria y secundaria. Se mostraron la fiabilidad y validez del instrumento de actitudes. En general, el ciclo de edad y el nivel educativo afectaron las actitudes de los estudiantes.
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Bälter, O.; Enström, E. y Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 60 (1), 234-242. http://dx.doi. org/10.1016/j.compedu.2012.08.014
Barbour, M. K. y Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52 (2), 402-416. http://dx.doi.org/10.1016/j.compe- du.2008.09.009
Barnett, J. E. (2005). Online Counseling: Reviewing the Literature From a Counseling Psychology Framework. The Counseling Psychologist, 33 (6), 819-871. http://dx.doi. org/10.1177/0011000005278624
Baskerville, D. (2012). Integrating on-line technology into teaching activities to enhance student and teacher learning in a New Zealand primary school. Technology, Pedagogy and Education, 21 (1), 119-135. http://dx.doi.org/10.1080/1475939X.2012.659887
Dow, W. (2005). Developing Inclusive Communities of Learners in Technology Education: Practical Craft Skills Facilitator or Hindrance. International Journal of Technology and Design Education, 15, 5-17. http://dx.doi.org/10.1007/s10798-004-6198-z
Ertmer, P. A.; Ottenbreit-Leftwich, A. T.; Sadik, O.; Sendurur, E. y Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59 (2), 423-435. http://dx.doi.org/10.1016/j.compedu.2012.02.001
Huang, H. M.; Rauch, U. y Liaw, S.-S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55 (3), 1171-1182. http://dx.doi.org/10.1016/j.compedu.2010.05.014
Hutchison, A. (2012). Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction. Technology, Pedagogy and Education, 21 (1), 37-56. http://dx.doi.org/10.1080/1475939X.2012.659894
Korkmaz, Ö. (2012). A validity and reliability study of the Online Cooperative Learning Attitude Scale (OClAs). Computers & Education, 59 (4), 1162-1169. http://dx.doi. org/10.1016/j.compedu.2012.05.021
Kubiatko, M.; Haláková, Z.; Nagyová, S. y Nagy, T. (2011). Slovak high school students’ attitudes toward computers. Interactive Learning Environments, 19 (5), 537-550. http:// dx.doi.org/10.1080/10494821003612232
Lee, S.-H.; Soukup, J. H.; Little, T. D. y Wehmeyer, M. L. (2009). Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students With Intellectual and Developmental Disabilities. The Journal of Special Education, 43 (1), 29-44. http://dx.doi.org/10.1177/0022466907313449
Lin, F.-R.; Lin, S.-Ch. y Huang, T. P. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education, 50 (3), 742-756. http://dx.doi. org/10.1016/j.compedu.2006.07.009
Littlejohn, A.; Falconer, I. y McGill, L. (2008). Characterising effective eLearning resources. Computers & Education, 50 (3), 757-771. http://dx.doi.org/10.1016/j.compe- du.2006.08.004
Mama, M. y Hennessy, S. (2010). Level of technology integration by primary teachers in Cyprus and student engagement. Technology, Pedagogy and Education, 19 (2), 269-275. http://dx.doi.org/10.1080/1475939X.2010.491238
Mull, Ch. y Sitlington, P. L. (2003). The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities: A Review of the Literature. Journal of Special Education, 37, 26-32. http://dx.doi.org/10.1177/00224669030370010301
Napthine, P. (2006). A study of the effectiveness of a web resource in supporting student learning on a General Certificate of Secondary Education course in information and communications technology. Technology, Pedagogy and Education, 15 (1), 107-123. http://dx.doi.org/10.1080/14759390500435861
Paechter, M.; Maier, B. y Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54 (1), 222-229. http://dx.doi.org/10.1016/j.compedu.2009.08.005 Phelps, R.; Hase, S. y Ellis, A. (2005). Competency, capability, complexity and compu-
ters: exploring a new model for conceptualising end-user computer education. British Journal of Educational Technology, 36 (1), 67-84. http://dx.doi.org/10.1111/j.1467- 8535.2005.00439.x
Reedy, G. B. (2008). PowerPoint, interactive whiteboards, and the visual culture of technology in schools. Technology, Pedagogy and Education, 17 (2), 143-162. http://dx.doi. org/10.1080/14759390802098623
Shea, P. y Bidjeran, T. (2010). Learning presence: Towards a theory of self-efficacy, selfregulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55 (4), 1721-1731. http://dx.doi. org/10.1016/j.compedu.2010.07.017
Telem, M. y Pinto, S. (2006). Information technology’s impact on school-parents and parents-student interrelations: a case study. Computers & Education, 47 (3), 260-279. http://dx.doi.org/10.1016/j.compedu.2004.10.008
Valtonen, T.; Kukkonen, J.; Dillon, P. y Väisänen, P. (2009). Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education, 53 (3), 742-748. http://dx.doi.org/10.1016/j.compedu.2009.04.014
Van Braak, J. y Kavadias, D. (2005). The influence of social-demographic determinants on secondaryschoolchildren’scomputeruse, experience, beliefsandcompetence. Technology, Pedagogy and Education, 14 (1), 43-59. http://dx.doi.org/10.1080/14759390500200192 Villar, L. M. (2011). Cuestionario de Actitudes del Profesorado hacia el Aprendizaje de la Tecnología de la Realidad Virtual (VillAPrtrV). Documento inédito fotocopiado.
Woo, Y. y Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10 (1), 15-25. http://dx.doi. org/10.1016/j.iheduc.2006.10.005
Bälter, O.; Enström, E. y Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 60 (1), 234-242. http://dx.doi. org/10.1016/j.compedu.2012.08.014
Barbour, M. K. y Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52 (2), 402-416. http://dx.doi.org/10.1016/j.compe- du.2008.09.009
Barnett, J. E. (2005). Online Counseling: Reviewing the Literature From a Counseling Psychology Framework. The Counseling Psychologist, 33 (6), 819-871. http://dx.doi. org/10.1177/0011000005278624
Baskerville, D. (2012). Integrating on-line technology into teaching activities to enhance student and teacher learning in a New Zealand primary school. Technology, Pedagogy and Education, 21 (1), 119-135. http://dx.doi.org/10.1080/1475939X.2012.659887
Dow, W. (2005). Developing Inclusive Communities of Learners in Technology Education: Practical Craft Skills Facilitator or Hindrance. International Journal of Technology and Design Education, 15, 5-17. http://dx.doi.org/10.1007/s10798-004-6198-z
Ertmer, P. A.; Ottenbreit-Leftwich, A. T.; Sadik, O.; Sendurur, E. y Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59 (2), 423-435. http://dx.doi.org/10.1016/j.compedu.2012.02.001
Huang, H. M.; Rauch, U. y Liaw, S.-S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55 (3), 1171-1182. http://dx.doi.org/10.1016/j.compedu.2010.05.014
Hutchison, A. (2012). Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction. Technology, Pedagogy and Education, 21 (1), 37-56. http://dx.doi.org/10.1080/1475939X.2012.659894
Korkmaz, Ö. (2012). A validity and reliability study of the Online Cooperative Learning Attitude Scale (OClAs). Computers & Education, 59 (4), 1162-1169. http://dx.doi. org/10.1016/j.compedu.2012.05.021
Kubiatko, M.; Haláková, Z.; Nagyová, S. y Nagy, T. (2011). Slovak high school students’ attitudes toward computers. Interactive Learning Environments, 19 (5), 537-550. http:// dx.doi.org/10.1080/10494821003612232
Lee, S.-H.; Soukup, J. H.; Little, T. D. y Wehmeyer, M. L. (2009). Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students With Intellectual and Developmental Disabilities. The Journal of Special Education, 43 (1), 29-44. http://dx.doi.org/10.1177/0022466907313449
Lin, F.-R.; Lin, S.-Ch. y Huang, T. P. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education, 50 (3), 742-756. http://dx.doi. org/10.1016/j.compedu.2006.07.009
Littlejohn, A.; Falconer, I. y McGill, L. (2008). Characterising effective eLearning resources. Computers & Education, 50 (3), 757-771. http://dx.doi.org/10.1016/j.compe- du.2006.08.004
Mama, M. y Hennessy, S. (2010). Level of technology integration by primary teachers in Cyprus and student engagement. Technology, Pedagogy and Education, 19 (2), 269-275. http://dx.doi.org/10.1080/1475939X.2010.491238
Mull, Ch. y Sitlington, P. L. (2003). The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities: A Review of the Literature. Journal of Special Education, 37, 26-32. http://dx.doi.org/10.1177/00224669030370010301
Napthine, P. (2006). A study of the effectiveness of a web resource in supporting student learning on a General Certificate of Secondary Education course in information and communications technology. Technology, Pedagogy and Education, 15 (1), 107-123. http://dx.doi.org/10.1080/14759390500435861
Paechter, M.; Maier, B. y Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54 (1), 222-229. http://dx.doi.org/10.1016/j.compedu.2009.08.005 Phelps, R.; Hase, S. y Ellis, A. (2005). Competency, capability, complexity and compu-
ters: exploring a new model for conceptualising end-user computer education. British Journal of Educational Technology, 36 (1), 67-84. http://dx.doi.org/10.1111/j.1467- 8535.2005.00439.x
Reedy, G. B. (2008). PowerPoint, interactive whiteboards, and the visual culture of technology in schools. Technology, Pedagogy and Education, 17 (2), 143-162. http://dx.doi. org/10.1080/14759390802098623
Shea, P. y Bidjeran, T. (2010). Learning presence: Towards a theory of self-efficacy, selfregulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55 (4), 1721-1731. http://dx.doi. org/10.1016/j.compedu.2010.07.017
Telem, M. y Pinto, S. (2006). Information technology’s impact on school-parents and parents-student interrelations: a case study. Computers & Education, 47 (3), 260-279. http://dx.doi.org/10.1016/j.compedu.2004.10.008
Valtonen, T.; Kukkonen, J.; Dillon, P. y Väisänen, P. (2009). Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education, 53 (3), 742-748. http://dx.doi.org/10.1016/j.compedu.2009.04.014
Van Braak, J. y Kavadias, D. (2005). The influence of social-demographic determinants on secondaryschoolchildren’scomputeruse, experience, beliefsandcompetence. Technology, Pedagogy and Education, 14 (1), 43-59. http://dx.doi.org/10.1080/14759390500200192 Villar, L. M. (2011). Cuestionario de Actitudes del Profesorado hacia el Aprendizaje de la Tecnología de la Realidad Virtual (VillAPrtrV). Documento inédito fotocopiado.
Woo, Y. y Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10 (1), 15-25. http://dx.doi. org/10.1016/j.iheduc.2006.10.005
Alegre De La Rosa, O. M., Villar Angulo, L. M., & Pestano Pérez, M. A. (2014). Actitudes hacia la tecnología de la realidad virtual de alumnos de un colegio de enseñanza obligatoria en un municipio de la Isla de Tenerife. Enseñanza & Teaching: Revista Interuniversitaria De Didáctica, 32(1), 23–41. https://doi.org/10.14201/et20143212341
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