Technological appropriation with interactive whiteboard and digital tablets in basic education teachers
DOI:
https://doi.org/10.21556/edutec.2015.53.282Keywords:
technological appropriation, digital tablets, interactive whiteboardAbstract
The processes of technological appropriation of primary teachers are presented as interesting strategies for integrating technology in the classroom. The research question was as follows: How technological appropriation of 1st. and 3rd primary teachers is developed by using teaching strategies related to technological devices such as the interactive whiteboard and digital tablets to reinforce math concepts? A qualitative methodology was followed with a case study approach; collection techniques included interview data, analysis of significant documents, exercises and observation formats, where the validity of the information is assured by triangulation of instruments. The results showed findings in the levels of access and adoption in the use of interactive whiteboard and digital tablets. Also, it was found that the level of technological appropriation was not developed, where the time factor could have had an influence on the results.
Funding
Tecnológico de Monterrey
Downloads
References
Basilotta, V. y Herrada, G. (2013). Aprendizaje a través de proyectos colaborativos con TIC. Análisis de dos experiencias en el contexto educativo. Edutec, Revista Electrónica de Tecnología Educativa, 44. Disponible en: http://edutec.rediris.es/Revelec2/Revelec44/aprendizaje_proyectos_colaborativos_TIC_experiencias.html
Carrejo, D. y Robertson, W. (2011).Integrating Mathematical Modeling for Undergraduate Pre-Service Science Education Learning and Instruction in Middle School Classrooms.US-China Education Review, 8(4), 499-509.
Carroll, J., Howard, S., Peck, J. y Murphy, J. (2003). From Adoption to Use: the process of appropriating a mobile phone. Australasian Journal of Information Systems, 10(2), 38-48. doi:10.3127/ajis.v10i2.151.
Celaya, R., Lozano, F., y Ramírez, M. S. (2010). Apropiación tecnológica en profesores que incorporan recursos educativos abiertos en educación media superior. Revista Mexicana de Investigación Educativa, 15(45), 487-513.
Centro para la Tecnología en el Aprendizaje (2007). Prepared for Texas Instruments by the Center for Technology in Learning, SRI International.
Cobo, R. C. (2005). Organización de la información y su impacto en la usabilidad de las tecnologías informativas [Tesis de doctorado no publicada]. Barcelona, España: Universidad Autónoma de Barcelona.
Cobo, R. C. (2007, diciembre). Aprendizaje adaptable y Apropiación tecnológica: Reflexiones prospectivas. Ponencia presentada en el 3er encuentro de Autoestudio de las Universidades Públicas Mexicanas "La Universidad en México en el año 2030: imaginando futuros". Ciudad Universitaria, México. Recuperado de http://www.laisumedu.org/DESIN_Ibarra/autoestudio3/ponencias/ponencia33.pdf
Crompton, H. (2011). Mathematics in the Age of Technology: There Is a Place for Technology in the Mathematics Classroom. Journal of the Research Center for Educational Technology (RCET), 7(1), 54-66.
De la Garza, R.C., Alvarado, C., Glasserman, L.D. y Ballesteros, M.A. (2014). Recursos educativos abiertos (REA) en el nivel medio superior: ¿mejoran el aprendizaje? Edutec, Revista Electrónica de Tecnología Educativa, 48. Disponible en: http://edutec.rediris.es/Revelec2/Revelec48/n48_Garza_Alvarado_Glasserman_Ballesteros.html
Díaz-Barriga, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Distrito Federal, México: McGraw-Hill.
Glasserman, L. D. (2013). Aprendizaje activo en ambientes enriquecidos con tecnología. (Disertación doctoral). Tecnológico de Monterrey. Monterrey, Nuevo León, México. Disponible en formato abierto en: http://catedra.ruv.itesm.mx/handle/987654321/743
Gómez, M. G. y Alemán, L. (2011). Administración de proyectos basados en tecnología [eBook]. Monterrey, Nuevo León, México: Editorial Digital del Tecnológico de Monterrey.
González, J.C. (2008). TIC y la transformación de la práctica educativa en el contexto de las sociedades del conocimiento. RUSC. Revista de Universidad y Sociedad del Conocimiento, 5(2), 1-8.
Guzman, M. A. y Nussbaum, M. (2009).Teaching Competencies for Technology Integration in the Classroom. Journal of Computer Assisted Learning, 25, 453-469.
Huang, T.H., Liu, Y.C. y Chang, H.C. (2012). Learning Achievement in Solving Word-Based Mathematical Questions through a Computer-Assisted Learning System. Educational Technology & Society, 15(1), 248–259.
Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, California, EstadosUnidos: Jossey-Bass.
Mistretta, R. M. (2005). Integrating technology into the mathematics classroom: the role of teacher preparation programs. The Mathematics Educator, 15(1), 18–24.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
Ramírez, M. S. (2009). Recursos tecnológicos para el aprendizaje móvil (mlearning) y su relación con los ambientes de educación a distancia: implementaciones e investigaciones. Revista de investigación educativa, 12 (2), 57-82.
Rossman, G. y Marshall, C. (2010). Designing qualitive research. EUA: Congress cataloging-in-Publication Data.
Segovia, B., Mérida, R., González, E. y Olivares, M.A. (2013). Choque cultural en las aulas: profesores analógicos vs alumnado digital. El caso de Ana. Edutec, Revista Electrónica de Tecnología Educativa, 43. Disponible en: http://edutec.rediris.es/Revelec2/Revelec43/choque_cultural_aulas_profesores_analogicos_alumnado_digital.html
Yin, R. K. (1994). Case study research: Design and methods. California, Estados Unidos: Sage.
Yin, R. K. (2006). Case Study Methods. En J.L. Green, G. Camilli, P. B. Elmore (Eds.), Handbook of Complementary Methods in Education Research. Estados Unidos: Routledge.
Yushau, B., Mji, A. y Wessels, D. (2005). The role of technology in fostering creativity in the teaching and learning of mathematics. Pythagoras (62), 12-22.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
