Creencias de profesores en formación sobre el uso de Pizarras interactivas de bajo costo

• Reyes-González, David ^[1] ; García Cartagena, Yonnhathan ^[1] ; Rojas Castro, Pablo ^[1]
  1. [1] Universidad Metropolitana de Ciencias de la Educación

     Universidad Metropolitana de Ciencias de la Educación

     Santiago, Chile

     
• Localización: Ciencia, Docencia y Tecnología, ISSN-e 1851-1716, ISSN 0327-5566, Vol. 30, Nº. 58, 2019, págs. 158-181
• Idioma: español
• DOI: 10.33255/3058/479
• Títulos paralelos:
  • Crenças de professores em formação sobre o uso de Quadros interativos de baixo custo
  • Pre-service teacher beliefs about low-cost interactive whiteboard
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Esta investigación utiliza el instrumento cualitativo de la Teoría del Comportamiento Planificado (TPB) para obtener las creencias hacia la implementación pedagógica de un dispositivo de interfaz humana similar a las pizarras digitales interactivas. El instrumento se aplicó a estudiantes de pedagogía que participaron de un curso sobre el uso técnico y pedagógico de pizarras digitales. El conjunto de respuestas se sometió a un análisis de contenido generando categorías de creencias en el ámbito de los factores personales, contextuales y de control, que estarían mediando en su implementación. Posteriormente, se utilizaron criterios cuantitativos para seleccionar aquellas creencias que formarán parte del instrumento metodológico principal de TPB. En total dieciséis creencias fueron seleccionadas según un criterio que contempla tanto la cobertura de sujetos como de cantidad de creencias y que finalmente conforman el conjunto modal. Estas creencias son utilizadas para diseñar una estructura de capacitación dirigida a docentes en formación.

  • português

    Esta pesquisa utiliza o instrumento qualitativo da Teoria do Comportamento Planejado (TPB) para obter as crenças sobre a implementação pedagógica de um dispositivo de interface humana semelhante aos quadros digitais interativos. O instrumento foi aplicado a estudantes de pedagogia que participaram de um curso sobre o uso técnico e pedagógico de quadros digitais. O conjunto de respostas foi submetido a uma análise de conteúdo gerando categorias de crenças no campo dos fatores pessoais, contextuais e de controle, que seriam mediadores em sua implementação. Posteriormente, foram utilizados critérios quantitativos para selecionar as crenças que farão parte do instrumento metodológico principal de TPB. No total, dezesseis crenças foram selecionadas de acordo com um critério que inclui tanto a cobertura de sujeitos quanto a quantidade de crenças e que compõem o conjunto modal. Essas crenças são usadas para projetar uma estrutura que visa o treinamento de professores em formação.

  • English

    This paper shows the results of a research that uses the qualitative instrument based on the Theory of Planned Behavior (TPB), in order to obtain the pedagogical beliefs towards the implementation of a human interface device similar to interactive whiteboards. The instrument was applied to preservice teachers who participated in a course about technical and pedagogical uses of whiteboards. The answer set was subjected to content analysis to generate categories of beliefs in the field of personal, contextual and control, which would mediate in its implementation. Subsequently, quantitative criteria were used to select those beliefs that form part of the main methodological tool of TPB. A total of sixteen beliefs were selected to join the group as a modal approach that includes both the coverage of subjects and quantity of beliefs, and finally set up the modal. These beliefs are used to design a structure aimed at training teachers in training.

• Referencias bibliográficas
  • Ajzen, I., 2005. Attitudes, personality and behavior, 2 edition. ed. Open University Press, Maidenhead.
  • Ajzen, I., 1991. The theory of planned behavior. Organizational Behavior and Human Decision Processes, Theories of Cognitive Self-Regulation...
  • Ajzen, I., 1985. From intentions to actions: A Theory of Planned Behavior, in: Kuhl, J., Beckmann, J. (Eds.), Action Control, SSSP Springer...
  • Ajzen, I., Fishbein, M., 2000. Attitudes and the Attitude-Behavior Relation: Reasoned and Automatic Processes. European Review of Social Psychology...
  • Ajzen, I., Fishbein, M., Heilbroner, R.L., 1980. Understanding attitudes and predicting social behavior, Edición: Revised. ed. Pearson Education.,...
  • Albirini, A., 2006. Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers &...
  • Aldunate, R., Nussbaum, M., 2013. Teacher adoption of technology. Computers in Human Behavior 29, 519–524. https://doi.org/10.1016/j.chb.2012.10.017
  • Anderson, T., Poellhuber, B., McKerlich, R., 2010. Self paced learners meet social software: An exploration of eearners’ attitudes, expectations...
  • Beauchamp, G., Kennewell, S., 2010. Interactivity in the classroom and its impact on learning. Computers & Education, Learning in Digital...
  • Cassany, D., Carles, S.L., 2017. La digitalización del aula de ciencias: creencias y prácticas. Digital Education Review 93–115.
  • Chen, T.-L., Chen, T.-J., 2006. Examination of attitudes towards teaching online courses based on theory of reasoned action of university...
  • Ekizoglu, N., Ozcinar, Z., 2011. A study of developing an anxiety scale towards the internet. Procedia - Social and Behavioral Sciences, 3rd...
  • Fishbein, M., Ajzen, I., 2011. Predicting and changing behavior: The reasoned action approach, Taylor & Francis. ed. Psychology Press,...
  • Fishbein, M., Ajzen, I., 1975. Belief, attitude, intention, and behavior: an introduction to theory and research, Addison-Wesley series in...
  • Francis, J.J., University of Newcastle upon Tyne, Centre for Health Services Research, 2004. Constructing questionnaires based on the theory...
  • French, D.P., Sutton, S., Hennings, S.J., Mitchell, J., Wareham, N.J., Griffin, S., Hardeman, W., Kinmonth, A.L., 2005. The importance of...
  • García, Y., Reyes-González, D., Rojas, P., 2012. Pizarras digitales e interactividad en el aula: estilos de uso y principales factores que...
  • Haney, J.J., Czerniak, C.M., Lumpe, A.T., 1996. Teacher beliefs and intentions regarding the implementation of science education reform strands....
  • Hennessy, S., Ruthven, K., Brindley, S., 2005. Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution,...
  • Herath, C.S., 2010. Eliciting salient beliefs are critical to predict behavioural change in theory of planned behaviour. E-psychologie (E-psychology)...
  • Holzinger, A., Softic, S., Stickel, C., Ebner, M., Debevc, M., 2009. Intuitive e-teaching by using combined HCI devices: Experiences with...
  • Kitchen, S., Mackenzie, H., Butt, S., Finch, S., 2006. Evaluation of curriculum online report of the third survey of schools. Becta ICT Research.
  • Lee, J.C., 2008. Hacking the Nintendo Wii Remote. IEEE Pervasive Computing 7, 39–45. https://doi.org/10.1109/MPRV.2008.53
  • Lee, J.C., Hudson, S.E., Summet, J.W., Dietz, P.H., 2005. Moveable interactive projected displays using projector based tracking, in: Proceedings...
  • Lim, C.P., Chan, B.C., 2007. microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education...
  • López, O.S., 2010. The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using...
  • Mata, L., Lazar, G., Lazar, I., 2016. Effects of study levels on students’ attitudes towards interactive whiteboards in higher education....
  • Niederhauser, D.S., Stoddart, T., 2001. Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education...
  • Perea, C.D., 2011. Creación de objetos de enseñanza y aprendizaje mediante el uso didáctico de la pizarra digital interactiva (PDI). Education...
  • Reyes-González, D., Martín García, A.V., 2008. Creencias de los docentes de formación inicial sobre las tecnologías infocomunicacionales....
  • Reyes-González, D., Martín-García, A.V., 2016. Creencias de docentes en formación que afectan el uso de recursos tecnológicos. Ciencia, Docencia...
  • Reyes-González, D., Rojas, P., García, Y., 2011. Diseño y desarrollo de Dispositivo de Interfaz Humana (DIH) de bajo costo y como alternativa...
  • Rodríguez, P., Nussbaum, M., Dombrovskaia, L., 2012. Evolutionary development: a model for the design, implementation, and evaluation of ICT...
  • Rojas, P., Reyes-González, D., García, Y., 2011. Interactividad y pizarras digitales en espacios formativos, in: Garzón Clemente, R., Román...
  • Scrimshaw, P., 2004. Enabling teachers to make successful use of ICT. Becta ICT Research.
  • Sugar, W., Crawley, F., Fine, B., 2005. Critiquing Theory of Planned Behaviour as a method to assess teachers’ technology integration attitudes....
  • Sugar, W., Crawley, F., Fine, B., 2004. Examining teachers’ decisions to adopt new technology. Educational Technology & Society 7, 201–2013.
  • Sutton, S., French, D.P., Hennings, S.J., Mitchell, J., Wareham, N.J., Griffin, S., Hardeman, W., Kinmonth, A.L., 2003. Eliciting salient...
  • Thatcher, J.B., Perrewé, P.L., 2002. An empirical examination of individual traits as antecedents to computer anxiety and computer self-efficacy....
  • Wang, Z., Louey, J., 2008. Economical Solution for an Easy to Use Interactive Whiteboard, in: 2008 Japan-China Joint Workshop on Frontier...
  • Warwick, P., Mercer, N., Kershner, R., Staarman, J.K., 2010. In the mind and in the technology: The vicarious presence of the teacher in pupil’s...
  • Way, J., Lilley, E., Johnco, S., Ruster, C., Mauric, L., Ochs, L., 2009. Interactive whiteboards and pedagogy in primary classrooms, in: Australian...
  • Workman, M., 2005. Social cognitive effects on information and technology Use. Journal of Information Science and Technology.