Percepción docente sobre la transformación digital del aula a través de tabletasun estudio en el contexto español

  1. Suárez-Guerrero, Cristóbal 1
  2. Lloret-Catalá, Carmen 1
  3. Mengual-Andrés, Santiago 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Any de publicació: 2016

Títol de l'exemplar: La educación en comunicación en el mundo: Currículum y ciudadanía

Número: 49

Pàgines: 81-89

Tipus: Article

DOI: 10.3916/C49-2016-08 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Comunicar: Revista Científica de Comunicación y Educación

Resum

This study examines the transformation of classroom dynamics brought about by the use of tablets for educational purposes. The empirical bases of this study were defined by the “Samsung Smart School” project, which was developed by Samsung and Spain’s Ministry of Education during academic year 2014-15, in which teachers and 5th and 6th year students attending 15 primary schools across several Autonomous Communities in Spain were provided with tablets. The research sample comprised 166 teachers. A qualitative analysis strategy was applied by means of: a) non-participant observation, b) focus groups, c) semi-structured interviews with teachers, and d) content analysis of teaching units. These techniques enabled us to extract and examine six dimensions of teaching (educational objective, teaching approach, organization of content and activities, teaching resources, space and time, and learning assessment). Our findings show that teachers tend to apply a transversal approach when using tablets to work on different competencies, focusing more on activities than on content through the use of apps. They reclaim the act of play as part of the learning process, and tablet use encourages project-based learning. To sum up, this study shows that teachers view tablets not only as a technological challenge, but also as an opportunity to rethink their traditional teaching models.

€ Mostra el finançament

Informació de finançament

El presente estudio se ha realizado gracias a Samsung Electronics Iberia y ha contado con la colaboración del Ministerio de Educación, Cultura y Deporte del Gobierno de España y las distintas Comunidades Autónomas participantes en el proyecto.

Finançadors

Referències bibliogràfiques

  • Arias-Ortiz, E., & Cristia, J. (2014). El BID y la tecnología para mejorar el aprendizaje: ¿Cómo promover programas efectivos? IDB Technical Note (Social Sector. Education Division), IDB-TN-670. (http://goo.gl/EaJ97e) (2016-05-02).
  • Boling, E., & Smith, K.M. (2014). Critical Issues in Studio Pedagogy: Beyond the Mystique and Down to Business. In B. Hokanson, & A. Gibbons (Eds.), Design in Educational Technology (pp. 37-56). doi: http://dx.doi.org/10.1007/978-3-319-00927-8_3
  • Botha A., & Herselman M. (2015). A Teacher Tablet Toolkit to Meet the Challenges Posed by 21st Century Rural Teaching and Learning Environments. South African Journal of Education, 35(4). doi: http://dx.doi.org/10.15700/saje.v35n4a1218
  • Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage. (https://goo.gl/JG4ZTQ) (2016-05-02).
  • Butcher, J. (2016). Can Tablet Computers Enhance Learning in Further Education? Journal of Further and Higher Education, 40(2), 207-226. doi: http://dx.doi.org/10.1080/0309877X.2014.938267
  • Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2013). A Review of Technological Pedagogical Content Knowledge. Journal of Educational Technology & Society, 16(2), 31-51. (http://goo.gl/jjdJIy) (2016-05-02).
  • Chiong, C., & Shuler, C. (2010). Learning: Is there an App for that? Investigations of Young Children’s Usage and Learning with Mobile Devices and Apps. New York: The Joan Ganz Cooney Center at Sesame Workshop (http://goo.gl/MsnjV4) (2016-05-02).
  • Ciampa K. (2014). Learning in a Mobile Age: An Investigation of Student Motivation. Journal of Computer Assisted Learning, 30(1), 82-96. doi: http://dx.doi.org/10.1111/jcal.12036
  • Crescenzi, L., & Grané, M. (2016). Análisis del diseño interactivo de las mejores apps educativas para niños de cero a ocho años [An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight]. Comunicar, 46, 77-85. doi: http://dx.doi.org/10.3916/C46-2016-08
  • Cresswell, J.W. & Miller, D.L. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39(3), 124-130. doi: http://dx.doi.org/10.1207/s15430421tip3903_2
  • Davies, R.S., Dean, D.I., & Ball, N. (2013). Flipping the Classroom and Instructional Technology Integration in a College-level Information Systems Spreadsheet Course. Educational Technology Research and Development, 61(4), 563-580, doi: http://dx.doi.org/10.1007/s11423-013-9305-6
  • Dhir, A., Gahwaji, N.M., & Nyman, G. (2013). The Role of the iPad in the Hands of the Learner. Journal of Universal Computer Science, 19, 706-727. doi: http://dx.doi.org/ 10.3217/jucs-019-05-0706
  • Falloon, G. (2013). Young Students Using iPads: App Design and Content Influences on their Learning Pathways, Computers & Education, 68, 505-521. doi: http://dx.doi.org/10.1016/j.compedu.2013.06.006
  • Falloon, G. (2015). What's the Difference? Learning Collaboratively Using iPads in Conventional Classrooms, Computers & Education, 84, 62-77. doi: http://dx.doi.org/10.1016/j.compedu.2015.01.010
  • Flewitt, R., Messer, D., & Kucirkova, N. (2015). New Directions for Early Literacy in a Digital Age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. doi: http://dx.doi.org/10.1177/1468798414533560
  • Freire M.M. (2015). The Tablet is on the Table! The Need for a Teachers’ Self-hetero-eco Technological Formation Program. International Journal of Information and Learning Technology, 32(4), 209-220. doi: http://dx.doi.org/10.1108/IJILT-10-2014-0022
  • Glaser, B. G., & Strauss, A. L. (2009). The Discovery of Grounded Theory: Strategies for Qualitative Research. New Brunswick: Aldine Pub. Co.
  • Gros, B. (2015). The Dialogue between Emerging Pedagogies and Emerging Technologies. In B. Gros & M. Maina (Eds.), The Future of Ubiquitous Learning. Learning Designs for Emerging Pedagogies (pp. 3-23) doi: http:// 10.1007/978-3-662-47724-3_1
  • Harris, K.D. (2013). Play, Collaborate, Break, Build, Share: Screwing around in Digital Pedagogy, Polymath: An Interdisciplinary Arts and Sciences Journal, 3(3). (https://goo.gl/btNntM) (2016-05-02).
  • Haßler B., Major L., & Hennessy S. (2015). Tablet Use in Schools: A Critical Review of the Evidence for Learning Outcomes. Journal of Computer Assisted Learning. 32(2), 138-156. doi: http://dx.doi.org/10.1111/jcal.12123
  • Hennessy, S., & London, L. (2013). Learning from International Experiences with Interactive Whiteboards: The Role of Professional Development in Integrating the Technology. doi: http://dx.doi.org/10.1787/5k49chbsnmls-en
  • Johnson, L., Adams-Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. (http://goo.gl/04lpc2) (2016-05-02).
  • Kanematsu, H., & Barry, D.M. (2016). From Desktop Computer to Laptop and Tablets. In H. Kanematsu, & D. M. Barry (Eds.), STEM and ICT Education in Intelligent Environments (pp. 45-49). doi: http://dx.doi.org/10.1007/978-3-319-19234-5_8
  • Kim H.J., & Jang H.Y. (2015). Factors Influencing Students' Beliefs about the Future in the Context of Tablet-based Interactive Classrooms. Computers and Education, 89, 1-15. doi: http://dx.doi.org/10.1016/j.compedu.2015.08.014
  • Kim, K.J., & Frick, T.W. (2011). Changes in Student Motivation during Online Learning. Journal of Educational Computing Research, 44(1), 1-23. doi: http://dx.doi.org/10.2190/EC.44.1.a
  • Krippendorff, K. (1990). Metodología de análisis de contenido: Teoría y práctica. Barcelona: Paidós.
  • Krueger, R., & Casey, M. (2014). Focus Groups: A Practical Guide for Applied Research (Fifth Edition). London: Sage. (https://goo.gl/U5g4yb) (2016-05-02).
  • Kucirkova, N. (2014). iPads in Early Education: Separating Assumptions and Evidence. Frontiers in Psychology, 5. doi: http://dx.doi.org/10.3389/fpsyg.2014.00715
  • Leung L., & Zhang R. (2016). Predicting Tablet Use: A Study of Gratifications-sought, Leisure Boredom, and Multitasking. Telematics and Informatics, 33(2), 331-341. doi: http://dx.doi.org/10.1016/j.tele.2015.08.013
  • Maich K., & Hall C. (2016). Implementing iPads in the Inclusive Classroom Setting. Intervention in School and Clinic, 51(3), 145-150. doi: http://dx.doi.org/10.1177/1053451215585793
  • Marés, L. (2012). Tablets en educación, oportunidades y desafíos en políticas uno a uno. Buenos Aires: EOI: (http://goo.gl/w0cHpc) (2016-05-02).
  • Mascheroni, G., & Kjartan, O. (2014). Net Children Go Mobile. Risks and Opportunities. Milano: Educatt (http://goo.gl/a7CB5H) (2016-05-02).
  • Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Social Research, 1(2), Art. 20. (http://goo.gl/5tRTeY) (2016-05-02).
  • Nguyen, L., Barton, S.M., & Nguyen, L.T. (2015). iPads in Higher Education – Hype and Hope. British Journal of Educational Technology, 46(1), 190-203. doi: http://dx.doi.org/10.1111/bjet.12137
  • Price S., Jewitt C., & Crescenzi L. (2015). The Role of iPads in Pre-school Children's Mark Making Development. Computers and Education, 87, 131-141. doi: http://dx.doi.org/10.1016/j.compedu.2015.04.003
  • Puchta, C. & Potter, J. (2004). Focus Group Practice. London: Sage Publications.
  • Ruiz, F.J. & Belmonte, A.M. (2014). Young People as Users of Branded Applications on Mobile Devices [Young People as Users of Branded Applications on Mobile Devices], Comunicar, 43, 73-81, doi: http://dx.doi.org/10.3916/C43-2014-07
  • Strauss, A. (1987). Qualitative Analysis for Social Scientists. New York: Cambridge University Press.
  • Suárez-Guerrero, C., Lloret-Catalá, C., & Mengual-Andrés, S. (2015). Guía Práctica de la Educación Digital. Madrid: Samsung. (http://goo.gl/MA9TZ3) (2016-05-02).
  • Suárez-Guerrero, C. (2014). Pedagogía Red. Cuadernos de Pedagogía, 449, 76-80. (http://goo.gl/Ni0vlI) (2016-05-02).
  • Traxler, J., & Kukulska-Hulme, A. (2016). Conclusion: Contextual Challenges for the Next Generation. Mobile Learning: The Next Generation (pp. 208-226). doi: http://dx.doi.org/10.4324/9780203076095
  • Traxler, J., & Wishart, J. (2011). Making Mobile Learning Work: Case Studies of Practice. Bristol: ESCalate, HEA Subject Centre for Education, University of Bristol. (http://escalate.ac.uk/8250) (2016-05-02).
  • Wibeck, V., Dahlgren, M.A., & Oberg, G. (2007). Learning in Focus Groups: an Analytical Dimension for Enhancing Focus Group Research. Qualitative Research, 7(2), 249-267. doi: http://dx.doi.org/10.1177/1468794107076023
Fuente de los datos: Dialnet