Nuevas tecnologías y enseñanza de las políticas públicasdiez propuestas pedagógicas
- 1 Universidad Pablo de Olavide (España)
ISSN: 1134-6035
Ano de publicación: 2023
Número: 31
Páxinas: 111-125
Tipo: Artigo
Outras publicacións en: Gestión y análisis de políticas públicas
Resumo
El uso de nuevas tecnologías en la universidad es hoy en día una competencia instrumental básica para los estudiantes. Sin embargo, es poco frecuente que se oriente a los docentes en el mundo de las aplicaciones informáticas. Esta propuesta pedagógica se basa en una selección de aplicaciones que pueden ser de interés para el análisis de políticas públicas e intenta mantener cierto equilibrio entre pedagogía y tecnología. Dichas aplicaciones permiten trabajar diferentes competencias relacionadas con el ciclo de políticas públicas y con temas más transversales como los actores, las instituciones, las ideas y la territorialidad de la acción pública. Cada aplicación es evaluada en función de su gratuidad, su accesibilidad y su estabilidad –además de introducir comentarios sobre su interfaz gráfico y su manejo–.
Referencias bibliográficas
- Adler, M. y Ziglio, E. (1996). Gazing into the oracle: The Delphi method and its application to social policy and public health. Jessica Kingsley Publishers.
- Ampadu, E. y Sedofia, J. (2021). COVID-19 and Emergency Education Strategies in University of Ghana: Students’ Challenges with Emergency Remote Learning. En C. Bissessar (ed.), Emergency Remote Learning, Teaching and Leading: Global Perspectives (pp. 21-36). Springer. https://link.springer.com/chapter/10.1007/978-3-030-76591-0_2
- ANECA (2015). Libro Blanco. Título de Grado en Ciencias Políticas y de la Administración, Sociología y Gestión y Administración Pública. Agencia Nacional de Evaluación de la Calidad y Acreditación. https://www.aneca.es/documents/20123/63950/libroblanco_politicas_def.pdf/450657b0-a47b-c17c-e58d-39491412173f?t=1654601688983
- Area-Moreira, M., Bethencourt-Aguilar, A., Martin-Gomez, S., y Nicolas-Santos, S. (2021). Análisis de las políticas de enseñanza universitaria en España en tiempos de Covid-19. La presencialidad adaptada. Revista de Educación a Distancia – RED, 21(65), 1-19. https://revistas.um.es/red/article/view/450461
- Barnes, J. A. (1954). Class and committees in a Norwegian island parish. Human Relations, 7(1), 39-58. https://doi.org/10.1177/001872675400700102
- Bates, A. W. (2019). Teaching in a Digital Age. Guidelines for Designing Teaching and Learning. Tony Bates Associates.
- Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O’Shea, C., Ross, J., Sheail, P. y Sinclair, C. (2020). The Manifesto for Teaching Online. The MIT Press.
- Ben Youssef, A. y Ragni, L. (2008). Uses of educational information and communication technologies: From digital divides to digital trajectories. RUSC. University and Knowledge Society Journal, 5(1), 70-82. http://dx.doi.org/10.7238/rusc.v5i1.327
- Bou-Hamad, I. (2020). The impact of social media usage and lifestyle habits on academic achievement: Insights from a developing country context. Children and Youth Services Review, (118), article 105425. https://doi.org/10.1016/j.childyouth.2020.105425
- Cañas, A. J. y Novak, J. D. (2014). Concept Mapping Using CmapTools to Enhance Meaningful Learning. En A. Okada (ed.), Knowledge Cartography: Software Tools and Mapping Techniques (pp. 23-45). Springer-Verlag. https://link.springer.com/chapter/10.1007/978-1-4471-6470-8_2
- Carmines, G. y Zeller, R. (1979). Reliability and Validity Assessment. Quantitative Applications in the Social Sciences. Sage Publications.
- Cobb, R. y Elder, C. (1972). Participation in American Politics. The Dynamics of Agenda Building. John Hopkins University Press.
- Coral, M. A. y Bernuy, A. E. (2022). Challenges in the digital transformation processes in higher education institutions and universities. International Journal of Information Technologies and Systems Approach. 15(1), 1-14. http://doi.org/10.4018/IJITSA.290002
- Duart, J. M. y Sangrà, A. (2000). Formación universitaria por medio de la Web: un modelo integrador para la educación superior. En J. Duart y A. Sangrà (eds.), Aprender en la virtualidad (pp. 23-50). Gedisa: Universitat Oberta de Catalunya.
- Eco, U. (1965). Apocalípticos e integrados. Lumen.
- Elmore, R. F. (1979). Backward mapping: Implementation research and policy decisions. Political Science Quarterly, 94(4), 601-616.
- Englund, C., Olofsson, A. D. y Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
- Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy-technology dichotomy. Postdigital Science and Education, (4), 711-728. https://doi.org/10.1007/s42438-022-00302-7
- Felstiner, W. L. F., Abel, R. L. y Sarat, A. (1980). The emergence and transformation of disputes: naming, blaming, claiming. Law and Society Review, 15(3-4), 631-654. http://www.jstor.org/stable/3053505
- Fielding, N. G. y Lee, R. M. (1998). Computer Analysis and Qualitative Research. Sage.
- Harguindéguy, J. B. (2020). Análisis de políticas públicas. Tecnos.
- Heywood, D. I., Cornelius, S. C. y Carver, S. J. (2006). An Introduction to Geographical Information Systems. Prentice Hall.
- Hooghe, L. y Marks, G. (2001). Multi-level Governance and European Integration. Rowman and Littlefield Publishers.
- Howlett, M. (2019). Designing Public Policies Principles and Instruments. Routledge.
- Hvid Stenalt, M. (2021). Researching student agency in digital education as if the social aspects matter: Students’ experience of participatory dimensions of online peer assessment. Assessment & Evaluation in Higher Education, 46(4), 644-658. https://doi.org/10.1080/02602938.2020.1798355
- Janda, K. (1967). Some Computer Applications in Political Science. Computers and the Humanities, 2(1), 12-16. http://www.jstor.org/stable/30203944
- Koehler, M. J., Mishra, P. y Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
- MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, Ch., Schnaider, K., Bozkurt, A., Rapanta, Ch., Themelis, Ch., Thestrup, K. et al. (2021). Dissolving the dichotomies between online and campus-based teaching: A collective response to the Manifesto for teaching online. Postdigital Science and Education, 4(2), 271-329. https://link.springer.com/article/10.1007/s42438-021-00259-z
- March, J. G. y Olsen, J. P. (1983). The new institutionalism: Organizational factors in political life. American Political Science Review, 78(3), 734-749. https://doi.org/10.2307/1961840
- McCombs, M. E. y Shaw, D. L. (1972). The agenda-setting function of mass media. The Public Opinion Quarterly, 36(2), 176-187. http://www.jstor.org/stable/2747787
- Mercader, C. y Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(4), https://doi.org/10.1186/s41239-020-0182-x
- Miliken, J. y Barnes, L. (2002). Teaching and technology in higher education: Student perceptions and personal reflections. Computers & Education, 39(3), 223-235. https://doi.org/10.1016/S0360-1315(02)00042-8
- Notorio, A. et. al. (1992). El mapa conceptual como técnica cognitiva y su proceso de elaboración. Narcea.
- Novak, J. D. (1995). Teoría y práctica de la educación. La teoría del aprendizaje asimilativo de David Ausubel. Alianza Editorial.
- Nussbaum, V. (2014). Le mur d’images au cinéma et à la télévision: mise en lumière d’un dispositif de projection mentale. Intermédialités / Intermediality, 24-25. https://doi.org/10.7202/1034168ar
- Pavlopoulos, G. A., Paez-Espino, D., Kyrpides, N. C. y Iliopoulos, I. (2017). Empirical comparison of visualization tools for larger-scale network analysis. Hindawi. Advances in Bioinformatics, article 1278932. https://doi.org/10.1155/2017/1278932
- Peña, D. y Romo, J. (1997). Introducción a la estadística para las ciencias sociales. McGraw-Hill.
- Pressman, J. L. y Wildavsky, A. B. (1973). Implementation. University of California Press.
- Prisacari, A. A. y Danielson, J. (2017). Computer-based versus paper-based testing: Investigating testing mode with cognitive load and scratch paper use. Computers in Human Behavior, (77), 1-10. https://doi.org/10.1016/j.chb.2017.07.044
- Ragin, C. C. (1987). The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies. University of California Press.
- Roig-Tierno, N., Gonzalez-Cruz, T. F. y Llopis-Martinez, J. (2017). An overview of qualitative comparative analysis: A bibliometric analysis. Journal of Innovation & Knowledge, 2(1), 15-23. https://doi.org/10.1016/j.jik.2016.12.002
- Routabi, A. y Bennani, B. (2022). The impact of the pedagogical integration of NICTs on student satisfaction during COVID-19: The case of University Hassan II of Casablanca, Morocco. En M. Haoucha (ed.), Policies and Procedures for the Implementation of Safe and Healthy Educational Environments. Post-COVID-19 Perspectives (pp. 218-236). IGI Global. https://doi.org/10.4018/978-1-7998-9297-7.ch013
- Sabatier, P. A. (1986). Top-down and bottom-up approaches to implementation research: A critical analysis and suggested synthesis. Journal of Public Policy, 6(1), 21-48. https://doi.org/10.1017/S0143814X00003846
- Sabatier, P. A. (1988). An advocacy coalition framework of policy change and the role of policy-oriented learning therein. Policy Sciences, 21(2-3), 129-168. https://doi.org/10.1007/BF00136406
- Seeman, N. (2000). Software for tyrants. Harvard proudly markets PolicyMaker 2.2 as a program that will help politicians get what they want. The Weekly Standard, 5(47), 29-30. https://search.opinionarchives.com/TWS_Web/digitalarchive.aspx
- Selwyn, N. (2007). The use of computer technology in university teaching and learning: A critical perspective. Journal of Computer Assisted Learning, 23(2), 83-94. https://doi.org/10.1111/j.1365-2729.2006.00204.x
- Selwyn, N. (2022). Less work for teacher? The ironies of automated decision-making in schools. En S. Pink, M. Berg, D. Lupton y M. Ruckenstein (eds.), Everyday Automation: Experiencing and Anticipating Emerging Technologies (pp. 73-86). Routledge. https://doi.org/10.4324/9781003170884-6
- Selwyn, N., Pangrazio, L., Nemorin, S. y Perrotta, C. (2020). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 45(1), 90-106. https://doi.org/10.1080/17439884.2020.1694944
- Trepat Carbonell, C. A. y Rivero García, M. P. (2010). Didáctica de la historia y multimedia expositiva. Graó.
- Walker, Z., Kho, H. H., Tan, D. y Lim, N. (2020). Practicum teachers’ use of mobile technology as measured by the technology acceptance model. Asia Pacific Journal of Education, 40(2), 230-246. https://doi.org/10.1080/02188791.2019.1671808
- Ward, M. D., Stovel, K. y Sacks, A. (2011). Network analysis and political science. Annual Review of Political Science, 14(1), 245-264. https://doi.org/10.1146/annurev.polisci.12.040907.115949
- Wilson, S. L. y Herrera, Y. M. (2019). Teaching computerized content analysis for undergraduate research papers. PS: Political Science & Politics, 52(3), 536-542. https://doi.org/10.1017/S104909651900026X