Using concept mapping for faculty development in the context of pedagogic frailty

Abstract

The quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc.) or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy and discipline, research teaching nexus and locus of control. Identifying these variables may help to enhance teaching. A procedure for the capture, representation and transfer of knowledge between peers regarding active didactic methodologies supported by Information and Communication Technologies (ICT) was applied in a case study research. The data were represented by concept maps. The aim was to identify variables that affect Technological Pedagogical Content Knowledge (TPACK), the use of technology in teaching and pedagogic frailty, through the analysis of the interrelations among the concept maps.The analysis of the maps shows the implementation of many innovations with ICT (project-based learning, service-learning, collaborative learning), their positive aspects and the difficulties in carrying them out. The teachers involved pointed out some factors that contribute to the development of pedagogic frailty, including the number of students in each class, the organization of teaching, the motivation, among others, and as conditions for a greater progress in innovative educational experiments using ICT.

Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education

“…Further digital possibilities are becoming increasingly more available, such as asynchronous and synchronous collaboration through concept maps, or the integration of artificial intelligence systems (Novak & Cañas, 2006). Many authors have been taking advantage of these innovations in educational research (Agudelo & Salinas, 2015;de Benito, Lizana, & Salinas, 2017;Lizana, Marín, Moreno, Paniza, & Salinas, 2014;Nesbit & Adesope, 2006). Various online concept mapping software tools are now available such as Mindomo (freemium) and IHMC Cmaptools (free).…”

Necesidades y perspectivas de la integración de la inteligencia artificial generativa en el contexto educativo español

“…The effective integration of ICTs in the educational field has faced various challenges, both in their practical application in classrooms and in the training and performance of teaching staff. The evaluation of their impact on teaching and learning processes has been hindered by persistent pedagogical fragility (De Benito et al, 2017).…”

Validación y estructura factorial de un cuestionario TPACK en el contexto de Inteligencia Artificial Generativa (IAG)

“…La adecuada integración de las TIC en contextos educativos ha presentado desafíos tanto en su implementación en las aulas como en la capacitación y desempeño del personal docente, así como en la evaluación del impacto de su uso en procesos de enseñanza-aprendizaje (Pérez-Rodríguez et al, 2010) debido a la fragilidad pedagógica existente en muchos casos (De Benito et al, 2017).…”