Educación digital en la práctica docente: Caso del proyecto profuturo en cuatro instituciones educativas de Norte de Santander
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Fecha
2020
Autores
Valencia Cacua, Carlos Alberto
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El estudio tuvo como objetivo general comprender cómo incide la educación digital en la práctica docente de cuatro instituciones educativas vinculadas al proyecto "Profuturo" en Norte de Santander. La investigación se fundamentó teóricamente en la propuesta de Mishra y Koehler (2006) que integra tres conceptos que describen el fenómeno, tales como el conocimiento tecnológico, el conocimiento pedagógico y el conocimiento disciplinar, todos integrados en el denominado modelo TPACK por sus siglas en inglés. El diseño de la investigación fue investigación-acción, se contó con la participación de 4 directivos-docentes, 21 docentes y un promedio de 160 estudiantes; para la recolección de la información se empleó las técnicas de entrevista informal con una guía temática como instrumento, observación estructurada a través de una lista de chequeo y taller con un libreto. En los resultados se observa como al final del proceso y a pesar de las dificultades y obstáculos, la introducción de la educación digital actúa de distintas formas en la práctica docente, transformando lo que ocurre en el aula. En conclusión la educación digital como iniciativa de innovación educativa puede incidir en la práctica docente, pero que tan efectivo y positivo sea ese cambio depende de factores como el contexto social y de las instituciones educativas además de las características personales y profesionales de los docentes
The study's general objective was to understand how digital education affects the teaching practice of four educational institutions linked to the "Profuturo" project in Norte de Santander. The research was theoretically based on the proposal by Mishra and Koehler (2006) that integrates three concepts that describe the phenomenon, such as technological knowledge, pedagogical knowledge, and disciplinary knowledge, all integrated into the so-called TPACK model. . The research design was action research, with the participation of 4 directors-teachers, 21 teachers and an average of 160 students; For the collection of information, informal interview techniques were used with a thematic guide as an instrument, structured observation through a checklist and workshop with a script. In the results it is observed how at the end of the process and despite the difficulties and obstacles, the introduction of digital education acts in different ways in teaching practice, transforming what happens in the classroom. In conclusion, digital education as an educational innovation initiative can affect teaching practice, but how effective and positive that change is depends on factors such as the social context and educational institutions, as well as the personal and professional characteristics of teachers
The study's general objective was to understand how digital education affects the teaching practice of four educational institutions linked to the "Profuturo" project in Norte de Santander. The research was theoretically based on the proposal by Mishra and Koehler (2006) that integrates three concepts that describe the phenomenon, such as technological knowledge, pedagogical knowledge, and disciplinary knowledge, all integrated into the so-called TPACK model. . The research design was action research, with the participation of 4 directors-teachers, 21 teachers and an average of 160 students; For the collection of information, informal interview techniques were used with a thematic guide as an instrument, structured observation through a checklist and workshop with a script. In the results it is observed how at the end of the process and despite the difficulties and obstacles, the introduction of digital education acts in different ways in teaching practice, transforming what happens in the classroom. In conclusion, digital education as an educational innovation initiative can affect teaching practice, but how effective and positive that change is depends on factors such as the social context and educational institutions, as well as the personal and professional characteristics of teachers
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Educación digital, Innovación, Recursos educativos, Digital education, Innovation, Educational resources