Imagen educativa de la tecnología en la COVID-19. La mirada del alumnado de Magisterio con mención TIC

  1. Suárez-Guerrero, Cristóbal 1
  2. Lloret-Catalá, Carmen 1
  3. Lizandra, Jorge 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Teknokultura: Revista de Cultura Digital y Movimientos Sociales

ISSN: 1549-2230

Year of publication: 2022

Issue Title: La educación digital en tiempo del COVID-19

Volume: 19

Issue: 2

Pages: 177-188

Type: Article

DOI: 10.5209/TEKN.77951 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Teknokultura: Revista de Cultura Digital y Movimientos Sociales

Abstract

This study aimed to analyze the perceptions of teacher training students, specializing in Information and Communication Technologies (ICT), in relation to digital technology during the COVID-19 crisis. To do so, forty-three asynchronous interviews, based on an open-ended question, were carried out with students undertaking the Bachelor’s Degree in Primary Education Teaching at the Universitat de València and specializing in ICT, during strict home confinement. The analysis shows that the participants did not have an instrumental view of technology as providing a series of solutions for the educational difficulties presented by the pandemic. Instead, they took a broad analytical view of the educational issues and the relevance of digital responses to the COVID-19 education crisis. Through the interviews, a series of alternative solutions to emergency remote education were identified and the participants endorsed an integrated vision of the function of teaching based on digital competence as a training requirement.

Bibliographic References

  • Ananiadou, K., y Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD EDU Working Papers. 41. https://doi.org/10.1787/218525261154
  • Area-Moreira, M., Bethencourt-Aguilar, A., y Martín-Gómez, S. (2020). De la enseñanza semipresencial a la enseñanza online en tiempos de COVID-19. Visiones del alumnado. Campus Virtuales, 9(2), 35-50. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/733
  • Bennett, S., Maton, K., y Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
  • Branch, R. M. y Kopcha, T. J. (2014). Instructional design models. En J. M. Spector, M. D. Merrill, J. Elen y M. J. Bishop (Eds.). Handbook of research on educational communications and Technology (pp. 77-87). Springer.
  • Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cabero-Almenara, J., y Llorente-Cejudo, C. (2020). COVID-19: radical transformation of digitization in university institutions. Campus Virtuales, 9(2), 25-34. http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/713
  • Calderón, D., Kuric, S., y Sanmartí, A. (2021). En clase desde la distancia: experiencias y dificultades del alumnado de secundaria y universitario durante la pandemia de la COVID-19. Participación educativa. Revista del Consejo Escolar del Estado, 8(11), 43-57. https://www.educacionyfp.gob.es/dam/jcr:b1bc0689-4b65-4849-80a6-2ac397a8a623/pe-n11-art03-fundacion-rsofia-fad.pdf
  • Calvani, A., Ranieri, M., y Fini, A. (2010). Digital Competence in K-12: theoretical models, assessment tools and empirical research. Quaderns de comunicacio i cultura, 40, 157-171. http://ddd.uab.cat/record/70680
  • Cobo, C. (2019). Acepto las condiciones. Usos y abusos de las tecnologías digitales. Fundación Santillana.
  • Domingo-Coscollola, M., Bosco-Paniagua, A., Carrasco-Segovia, S., y Sánchez-Valero, J. A. (2019). Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes. Revista de Investigación Educativa, 38(1), 167-182. https://doi.org/10.6018/rie.340551
  • European Commission (2010). A Digital Agenda for Europe. Publications Office of the European Union. https://eufordigital.eu/wp-content/uploads/2019/10/COMMUNICATION-FROM-THE-COMMISSION-TO-THE-EUROPEAN-PARLIAMENT.pdf
  • De Sousa, B. (2020). La cruel pedagogía del virus. CLACSO.
  • Fainholc, B., Nervi, H., Romero, R., y Halal, C. (2015). La formación del profesorado y el uso pedagógico de las TIC. Revista De Educación a Distancia (RED), 38. https://revistas.um.es/red/article/view/234081
  • Fatani, T. H. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education, 20(1), 1-8. https://doi.org/10.1186/s12909-020-02310-2
  • García-Morales, V. J., Garrido-Moreno, A., y Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology, 11, 1-6. https://doi.org/10.3389/fpsyg.2021.616059
  • García-Peñalvo, F. J., y Corell, A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior?. Campus Virtuales, 9(2), 83-98. http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/740
  • García-Peñalvo, F. J., Corell, A., Abella-García, V., y Grande-de-Prado, M. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society, 21, 1-26. https://doi.org/10.14201/eks.23013
  • Gisbert, M., Esteve, V. y Lázaro, J.L. (eds.) (2019) ¿Cómo abordar la educación del futuro? Conceptualización, desarrollo y evaluación desde la competencia digital docente. Octaedro.
  • Golden, C. (2020, March 23). Remote teaching: The glass half-full. Educause Review. https://er.educause.edu/blogs/2020/3/remote-teaching-the-glass-half-full
  • Grajek, S., Reinitz, B. (2019, July 8). Getting Ready for digital Transformation: Change your Culture, Workforce, and Technology. Educase Review. https://er.educause.edu/articles/2019/7/getting-ready-for-digital-transformation-change-your-culture-workforce-and-technology
  • Gudmundsdottir, G.B. y Hatlevic, O.E. (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
  • Henderson, M., Selwyn, N., y Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. https://doi.org/10.1080/03075079 .2015.1007946
  • Hodges, C., Moore, S., Lockee, B., Trust, T. y Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Jandrić, P. (2020). The Day After Covid-19. Postdigit Sci Educ, 2, 531-537. https://doi.org/10.1007/s42438-020-00195-4
  • León-Gómez, A., Gil-Fernández, R., y Calderón-Garrido, D. (2021). Influence of COVID on the educational use of social media by students of teaching degrees. Education in the Knowledge Society (EKS), 22, 1-10. https://doi.org/10.14201/eks.23623
  • Moya-Mata, I y Lizandra, J. (2021). El uso de edublogs para el acompañamiento y tutorización del alumnado en educación superior: una experiencia en tiempos de pandemia. En E. López-Meneses, A. Barrientos-Báez, D. Caldevilla-Domínguez y B. Peña-Acuña (Coords.), Innovación universitaria: reformulaciones en la nueva educación (pp. 41-56). Octaedro.
  • Ossiannilsson, E. (2021). Some challenges for universities, in a post crisis, as Covid-19. In D. Burgos, A. Tlili, y A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context (pp. 99-112). Springer. https://doi.org/10.1007/978-981-15-7869-4_7
  • Patton, Q. (2002). Two decades of developments in qualitative inquiry. Qualitative Social Work, 1(3), 261-283.
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., y Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
  • Reisoğlu, İ., y Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156, 103940. https://doi.org/10.1016/j.compedu.2020.103940
  • Ruiz, J. (2009). Análisis sociológico del discurso: métodos y lógicas. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(2). http://nbn-resolving.de/urn:nbn:de:0114-fqs0902263
  • Sangrà, A., Estévez, I., Iglesias, V., y Souto-Seijo, A. (2019). Desarrollo profesional docente a través de las ecologías de aprendizaje: Perspectivas del profesorado. Edutec. Revista Electrónica de Tecnología Educativa, 68. 42-53. https://doi.org/10.21556/edutec.2019.68.1307
  • Suárez-Guerrero, C., y Gros, B. (2013). Aprender en red: de la interacción a la colaboración. Editorial UOC.
  • Suárez-Guerrero, C. (2014) Pedagogía red, Cuadernos de pedagogía, 449, 76-80. http://bit.ly/1nfogNf
  • Suárez-Guerrero, C., Lloret-Catala, C. y Mengual, S. (2016). Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español. Comunicar, 49, 81-89. https://doi.org/10.3916/C49-2016-08
  • Strauss, A., y Corbin, J. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. SAGE publishing. https://doi.org/10.4135/9781452230153
  • Tong, A., Sainsbury, P. y Craig, J. (2007). Consolidated Criteria for Reporting Qualitative Research (COREQ): A 32-Item Checklist for Interviews and Focus Groups. International Journal for Quality in Health Care, 19, 349-357. https://doi.org/10.1093/intqhc/mzm042
  • UNESCO (2020, 29 de octubre). COVID-19 education response. https://en.unesco.org/covid19/educationresponse/
  • UNICEF (2020, 20 de abril). UNICEF and Microsoft launch a global learning platform to help address COVID-19 education crisis. https://www.unicef.org/press-releases/unicef-and-microsoft-launch-global-learning-platform-help-address-covid-19-education
  • Valdivia-Vizarreta, P. (2020). Educación Superior: Pandemia COVID-19. Revista Digital de Investigación en Docencia Universitaria, 14(2), e1388-e1388. https://doi.org/10.19083/ridu.2020.1388
  • Williamson, B., Eynon, R. y Potter, P. (2020) Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114, https://doi.org/10.1080/17439884.2020.1761641
  • Žižek, S. (2020). Pandemia: la COVID-19 estremece al mundo. Anagrama.
Data source: Dialnet