Las tecnologías para la innovación y la práctica docente

García, Carlos Marcelo

doi:10.1590/s1413-24782013000100003

Cited by 52 publications

(40 citation statements)

References 7 publications

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“…No obstante, el sistema educativo aún está lejos de adaptarse tanto en su estructura como en su contenido a las necesidades actuales (Marcelo, 2013).…”

Section: Encuadre Referencial Y Dimensiones De Análisisunclassified

TPACK: un modelo para analizar prácticas docentes universitarias. El caso de una docente experta

Flores

Ortiz

Buontempo

2018

REDU

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ResumenEn este artículo analizamos desde las dimensiones del modelo TPACK la praxis docente de una profesora de la asignatura Educación a Distancia de la Licenciatura AbstractIn this article we analyze the teaching practice of a teacher of the subject Distance Education of the Degree in Educational Sciences, from the dimensions of the TPACK model. The framework of the article is the project: "The construction of the Pedagogical Content Knowledge in experienced and beginners teachers of the Universidad Nacional del Nordeste in Argentina. Multiple case study". With a qualitative perspective, we build a narrative case, based on double triangulation: a) from primary sourcesobservations and interviews-, secondary

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“…No obstante, el sistema educativo aún está lejos de adaptarse tanto en su estructura como en su contenido a las necesidades actuales (Marcelo, 2013).…”

Section: Encuadre Referencial Y Dimensiones De Análisisunclassified

TPACK: un modelo para analizar prácticas docentes universitarias. El caso de una docente experta

Flores

Ortiz

Buontempo

2018

REDU

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“…Sin embargo, Marcelo (2013) asegura que el uso de las TIC no suele encontrarse integrado con las capacitaciones que refieren a la práctica pedagógica de los docentes, por lo que los profesores deben de desempeñar una labor creativa que les permita innovar de alguna manera dentro del aula.…”

Section: Figura 1 Marco Contextual De Las Universidades En Méxicounclassified

Competencias TIC del profesorado universitario: consideraciones para una enseñanza innovadora desde la formación docente

Bello¹,

Espinosa

Nénninger

2017

REBES

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ResumenDesde una perspectiva internacional, las universidades han recibido la sugerencia de aprovechar los beneficios de las Tecnologías de Información y Comunicación (TIC) con el fin de innovar en la enseñanza. Para dar atención a estas recomendaciones, en las políticas de México se ha planteado como objetivo alcanzar una educación de calidad y proponen a las instituciones, efectuar acciones que estén orientadas hacia el desarrollo de las competencias docentes y tecnológicas en los profesores. Esto ha contribuido a la implementación de programas que buscan el mejoramiento del ejercicio docente a través de la formación y el otorgamiento de incentivos, además de aprovechar la infraestructura disponible. En este sentido, se exponen los resultados de un estudio cuantitativo y que mediante la aplicación de un cuestionario, se analizan deficiencias y contribuciones de los programas formativos que busca desarrollar estas competencias. Para esto, se recupera la percepción de 59 profesores de tiempo completo en la Universidad de Sonora (México), quienes además de participar en el Programa de Desarrollo Profesional (PRODEP), han recibido formación sobre las TIC por parte de la institución. Los resultados constituyen un acercamiento para reconocer que las capacitaciones ni siquiera han alcanzado los objetivos propios del programa formativo institucional y, por lo tanto, no se podría decir que la política educativa ha incidido de manera importante en la formación para estimular el empleo de TIC, ya que con una formación que es opcional y un desinterés aparente para utilizar las tecnologías en la enseñanza, no se ve muy clara la manera de aprovechar la inversión en infraestructura tecnológica.Palabras clave: Educación superior. Profesorado. Formación docente. Competencia TIC. AbstractFrom an international perspective, universities have received the suggestion to take advantage of the benefits of Information and Communication Technologies (ICT) in order to innovate in teaching. To give attention to these recommendations, Mexico's policies have aimed to achieve quality education and propose to the institutions, to carry out actions that are oriented towards the development of teaching and technological skills in teachers. This has contributed to the implementation of programs that seek the improvement of the teaching exercise through training and the granting of incentives, in addition to taking advantage of the available infrastructure. In this sense, the results of a quantitative study is presented and, through the application of a questionnaire, deficiencies and contributions of the training programs that seek to develop these competences are analyzed. For this, the perception of 59 full-time professors at the Universidad de Sonora (Mexico) is recover, who in addition to participating in the Professional Development Program (PRODEP), have received training on ICT from the institution. The results are an approach to recognize that the training has not even reached the objectives of the institutional training program and, th...

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“…The way we relate, communicate, work, buy, and even how we learn, are changing. These changes are generated by the improvements and appearance of new technologies, new systems and smart systems such as telephones and tablets (Marcelo, 2013) (Lloret, 2013b). Currently, we are using these technologies to improve our daily routines.…”

Section: Related Workmentioning

confidence: 99%

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

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PrefaceThis volume contains the proceedings of the First International Conference on Higher Education Advances (HEAd'15), which was held in Valencia, Spain during 24-26 June 2015. HEAd aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems. The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècncia de València.The conference featured three invited speakers who overviewed important and actual topics: John Kalu Osiri (Washington State University) delivered the presentation on the indispensable role of educators in shaping a nation, Ana Muñoz-Miquel (Universitat Jaume I) on how to bridge the gap between professional practice and university education, and José V. Benlloch-Dualde (Universitat Politècnica de València) on effective ways to enhance collaboration in the classroom.Following the call for papers, HEAd'15 received 165 submissions with authors representing 41 different countries. Papers went through a rigorous review process. Each paper was reviewed by at least two program committee members. Finally, 50 submissions were selected as full papers (representing an acceptance rate of 30%) and 22 submissions were selected as short papers. Additionally, 20 papers were selected to be presented as posters.I would like to thank all the people and institutions who contributed to the success of the HEAd'15 conference: the authors, the members of the program committee as well as the additional reviewers, the invited speakers, the members of the organizing committee, and the sponsors. I am also grateful to Abstract: The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that the students' curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the development of the new programmes for the Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of these competences is still a pending task. This work presents an 'outcomes' approach for the assessment of the oral and written communication skills within subjects related to mechanical and materials engineering. In particular, this paper proposes some rubrics developed in order to quantify the level of achievement. These rubrics are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools are also described here.

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Las tecnologías para la innovación y la práctica docente

Cited by 52 publications

References 7 publications

TPACK: un modelo para analizar prácticas docentes universitarias. El caso de una docente experta

TPACK: un modelo para analizar prácticas docentes universitarias. El caso de una docente experta

Competencias TIC del profesorado universitario: consideraciones para una enseñanza innovadora desde la formación docente

HEAd'15 - International Conference on Higher Education Advances - Proceedings

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