Ana García-Valcárcel Muñoz-Repiso

Las TIC en el aprendizaje colaborativo en el aula de Primaria y Secundaria

Las tecnologias digitales ofrecen nuevas oportunidades para el aprendizaje en una sociedad cada vez mas conectada, en la cual aprender a trabajar con otros y colaborar se convierte en una competencia trascendental. El texto presenta resultados de una investigacion sobre concepciones y practicas del profesorado en ejercicio acerca de las metodologias de aprendizaje colaborativo mediadas por las tecnologias de la comunicacion (TIC), en centros de ensenanza de Educacion Primaria y Secundaria. En el articulo se analizan los datos referidos a las aportaciones de las TIC para llevar a cabo procesos de trabajo colaborativo en el aula, desde el punto de vista de los docentes de los centros acreditados con alto nivel TIC por la Junta de Castilla y Leon. Tambien se expondran las limitaciones que imponen estas herramientas, asi como las concepciones docentes sobre las estrategias de aprendizaje colaborativo. La metodologia se basa en el analisis de contenido de entrevistas realizadas a equipos docentes de una muestra representativa de centros educativos. Los resultados apuntan que en estos centros los docentes atribuyen a las TIC una alta potencialidad para enriquecer las actividades de trabajo colaborativo entre los estudiantes y conseguir el desarrollo de competencias transversales de gran relevancia, aunque son conscientes de las dificultades a las que tanto alumnos como profesores se enfrentan en la practica educativa.Las tecnologias digitales ofrecen nuevas oportunidades para el aprendizaje en una sociedad cada vez mas conectada, en la cual aprender a trabajar con otros y colaborar se convierte en una competencia trascendental. El texto presenta resultados de una investigacion sobre concepciones y practicas del profesorado en ejercicio acerca de las metodologias de aprendizaje colaborativo mediadas por las tecnologias de la comunicacion (TIC), en centros de ensenanza de Educacion Primaria y Secundaria. En el articulo se analizan los datos referidos a las aportaciones de las TIC para llevar a cabo procesos de trabajo colaborativo en el aula, desde el punto de vista de los docentes de los centros acreditados con alto nivel TIC por la Junta de Castilla y Leon. Tambien se expondran las limitaciones que imponen estas herramientas, asi como las concepciones docentes sobre las estrategias de aprendizaje colaborativo. La metodologia se basa en el analisis de contenido de entrevistas realizadas a equipos docentes de una muestra representativa de centros educativos. Los resultados apuntan que en estos centros los docentes atribuyen a las TIC una alta potencialidad para enriquecer las actividades de trabajo colaborativo entre los estudiantes y conseguir el desarrollo de competencias transversales de gran relevancia, aunque son conscientes de las dificultades a las que tanto alumnos como profesores se enfrentan en la practica educativa.Digital technologies offer new opportunities for learning in an increasingly connected society, in which learning to work with others and collaborate has become an extremely important skill. This article presents the results of a research study into the conceptions and practices of working teachers regarding collaborative learning methodologies mediated by information and communication technologies (ICT) in Elementary and Secondary Education schools. We analyze data concerning ICT contributions to collaborative work processes in the classroom, from the point of view of teachers at schools accredited with a high level of ICT by the Regional Government of Castile and Leon. We furthermore take into account the limitations of these tools, as well as teachers’ conceptions of collaborative learning strategies. The methodology is based on the content analysis of interviews of teachers from a representative sample of schools. The results indicate that teachers think that ICT have great potential for enhancing collaborative activities among students and for developing highly relevant generic skills, although they are also aware of the difficulties that both students and teachers face in educational practice.Digital technologies offer new opportunities for learning in an increasingly connected society, in which learning to work with others and collaborate has become an extremely important skill. This article presents the results of a research study into the conceptions and practices of working teachers regarding collaborative learning methodologies mediated by information and communication technologies (ICT) in Elementary and Secondary Education schools. We analyze data concerning ICT contributions to collaborative work processes in the classroom, from the point of view of teachers at schools accredited with a high level of ICT by the Regional Government of Castile and Leon. We furthermore take into account the limitations of these tools, as well as teachers’ conceptions of collaborative learning strategies. The methodology is based on the content analysis of interviews of teachers from a representative sample of schools. The results indicate that teachers think that ICT have great potential for enhancing collaborative activities among students and for developing highly relevant generic skills, although they are also aware of the difficulties that both students and teachers face in educational practice.

A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Increasing interest has been shown in using video games as an educational resource due to their pedagogical possibilities and their current expansion as an entertainment activity. However, their use in schools is still far from mainstream practice, which could be because of the barriers such as the price of video games, schools’ technological infrastructures and teachers’ attitudes. This article focuses on pre-service primary school teachers’ attitudes (future primary school teachers currently studying at university) towards collaborative learning with video games, which employs video games in collaborative learning activities. Because playing video games is a common form of entertainment for higher education students, we investigate whether pre-service teachers’ attitudes are influenced by their experience of playing video games (taking into account the number of years they have played video games), the frequency at which they play video games and their gender. This study takes a quantitative approach, using a questionnaire with a 5-point Likert attitude scale. The results indicate that pre-service primary teachers have a positive attitude towards collaborative learning with video games. Furthermore, students who have played video games for more years, who play more frequently and the male students have more positive attitudes to using video games in collaborative learning activities. Overall, pre-service teachers have positive attitudes towards collaborative learning with video games, which could affect the use of these resources in educational practices. As the main characters in the educational process, both teachers and children need to be comfortable with new practices to achieve the objective of the educational system, which is the complete formation of children.Increasing interest has been shown in using video games as an educational resource due to their pedagogical possibilities and their current expansion as an entertainment activity. However, their use in schools is still far from mainstream practice, which could be because of the barriers such as the price of video games, schools’ technological infrastructures and teachers’ attitudes. This article focuses on pre-service primary school teachers’ attitudes (future primary school teachers currently studying at university) towards collaborative learning with video games, which employs video games in collaborative learning activities. Because playing video games is a common form of entertainment for higher education students, we investigate whether pre-service teachers’ attitudes are influenced by their experience of playing video games (taking into account the number of years they have played video games), the frequency at which they play video games and their gender. This study takes a quantitative approach, using a questionnaire with a 5-point Likert attitude scale. The results indicate that pre-service primary teachers have a positive attitude towards collaborative learning with video games. Furthermore, students who have played video games for more years, who play more frequently and the male students have more positive attitudes to using video games in collaborative learning activities. Overall, pre-service teachers have positive attitudes towards collaborative learning with video games, which could affect the use of these resources in educational practices. As the main characters in the educational process, both teachers and children need to be comfortable with new practices to achieve the objective of the educational system, which is the complete formation of children.

Development of computational thinking and collaborative learning in kindergarten using programmable educational robots: a teacher training experience

Nowadays, the teaching-learning processes are constantly changing, one of the latest modifications promises to strengthen the development of digital skills and thinking in the participants, from an early age. In this sense, the present article shows the advances of a study oriented to the formation of programming abilities, computational thinking and collaborative learning in an initial education context. As part of the study it was initially proposed to conduct a training day for teachers who will participate in the experimental phase of the research, considering this human resource as a link of great importance to achieve maximum use of students in the development of curricular themes of the level, using ICT resources and programmable educational robots. The criterion and the positive acceptance expressed by the teaching group after the evaluation applied at the end of the session, constitute a good starting point for the development of the following activities that make up the research in progress.

ICT in Collaborative Learning in the Classrooms of Primary and Secondary Education

Las tecnologias digitales ofrecen nuevas oportunidades para el aprendizaje en una sociedad cada vez mas conectada, en la cual aprender a trabajar con otros y colaborar se convierte en una competencia trascendental. El texto presenta resultados de una investigacion sobre concepciones y practicas del profesorado en ejercicio acerca de las metodologias de aprendizaje colaborativo mediadas por las tecnologias de la comunicacion (TIC), en centros de ensenanza de Educacion Primaria y Secundaria. En el articulo se analizan los datos referidos a las aportaciones de las TIC para llevar a cabo procesos de trabajo colaborativo en el aula, desde el punto de vista de los docentes de los centros acreditados con alto nivel TIC por la Junta de Castilla y Leon. Tambien se expondran las limitaciones que imponen estas herramientas, asi como las concepciones docentes sobre las estrategias de aprendizaje colaborativo. La metodologia se basa en el analisis de contenido de entrevistas realizadas a equipos docentes de una muestra representativa de centros educativos. Los resultados apuntan que en estos centros los docentes atribuyen a las TIC una alta potencialidad para enriquecer las actividades de trabajo colaborativo entre los estudiantes y conseguir el desarrollo de competencias transversales de gran relevancia, aunque son conscientes de las dificultades a las que tanto alumnos como profesores se enfrentan en la practica educativa.Las tecnologias digitales ofrecen nuevas oportunidades para el aprendizaje en una sociedad cada vez mas conectada, en la cual aprender a trabajar con otros y colaborar se convierte en una competencia trascendental. El texto presenta resultados de una investigacion sobre concepciones y practicas del profesorado en ejercicio acerca de las metodologias de aprendizaje colaborativo mediadas por las tecnologias de la comunicacion (TIC), en centros de ensenanza de Educacion Primaria y Secundaria. En el articulo se analizan los datos referidos a las aportaciones de las TIC para llevar a cabo procesos de trabajo colaborativo en el aula, desde el punto de vista de los docentes de los centros acreditados con alto nivel TIC por la Junta de Castilla y Leon. Tambien se expondran las limitaciones que imponen estas herramientas, asi como las concepciones docentes sobre las estrategias de aprendizaje colaborativo. La metodologia se basa en el analisis de contenido de entrevistas realizadas a equipos docentes de una muestra representativa de centros educativos. Los resultados apuntan que en estos centros los docentes atribuyen a las TIC una alta potencialidad para enriquecer las actividades de trabajo colaborativo entre los estudiantes y conseguir el desarrollo de competencias transversales de gran relevancia, aunque son conscientes de las dificultades a las que tanto alumnos como profesores se enfrentan en la practica educativa.Digital technologies offer new opportunities for learning in an increasingly connected society, in which learning to work with others and collaborate has become an extremely important skill. This article presents the results of a research study into the conceptions and practices of working teachers regarding collaborative learning methodologies mediated by information and communication technologies (ICT) in Elementary and Secondary Education schools. We analyze data concerning ICT contributions to collaborative work processes in the classroom, from the point of view of teachers at schools accredited with a high level of ICT by the Regional Government of Castile and Leon. We furthermore take into account the limitations of these tools, as well as teachers’ conceptions of collaborative learning strategies. The methodology is based on the content analysis of interviews of teachers from a representative sample of schools. The results indicate that teachers think that ICT have great potential for enhancing collaborative activities among students and for developing highly relevant generic skills, although they are also aware of the difficulties that both students and teachers face in educational practice.Digital technologies offer new opportunities for learning in an increasingly connected society, in which learning to work with others and collaborate has become an extremely important skill. This article presents the results of a research study into the conceptions and practices of working teachers regarding collaborative learning methodologies mediated by information and communication technologies (ICT) in Elementary and Secondary Education schools. We analyze data concerning ICT contributions to collaborative work processes in the classroom, from the point of view of teachers at schools accredited with a high level of ICT by the Regional Government of Castile and Leon. We furthermore take into account the limitations of these tools, as well as teachers’ conceptions of collaborative learning strategies. The methodology is based on the content analysis of interviews of teachers from a representative sample of schools. The results indicate that teachers think that ICT have great potential for enhancing collaborative activities among students and for developing highly relevant generic skills, although they are also aware of the difficulties that both students and teachers face in educational practice.

La percepción de los docentes de Bachillerato sobre un proyecto de aprendizaje-servicio. Un estudio de caso

Service-learning is a methodology that has steadily grown over the last decades. It is connected to the development of social and civic competences, which arouse learners’ interest in academic tasks. Nowadays, it is necessary to carry out researches that prove the results that are obtained when this methodology is implemented in real teaching contexts so that they allow guiding other initiatives and drawing conclusions that can be transferable to educational contexts. We present the results of a case study in which it is assessed the project ‘Atocha Solidaria’ that was developed in a high school in Madrid, Spain, and in which 13 teachers participated. The study analyses teachers’ perception about the project from a qualitative perspective. The instrument chosen to collect data was a semi-structured interview. The results obtained showed that the majority of teachers had a quite positive perception of the project, specifically, participants referred to its impact in students’ learning, in their motivation, and in the development of social and digital competences. Moreover, results showed teachers’ involvement and participation in the project, and school management team support.

Valoración del trabajo colaborativo en los procesos de enseñanza-aprendizaje en entornos escolares con alto nivel TIC

The aims of this research are to study teachers’ opinions about collaborative work as a learning methodology in schools with a high ICT level accreditation and to know if the methodological value that teachers give to collaborative work is conditioned by teaching practice. The study sample comprises 185 teachers from Primary and Secondary schools that have been accredited with a high level of ICT. Data was obtained through a questionnaire. The results show high values in collaborative work. We emphasize that the highest values are found along those teachers with longer experience in the practical usage of collaborative methodologies.

Análisis de las competencias digitales de los graduados en titulaciones de maestro / Analysis of the digital competences of graduates of university degrees to be a teacher

Palabras clave: Competencias del docente; Formacion de docentes; Tecnologias de la Informacion y la Comunicacion; Docente; Formacion Inicial. A b s t r a c t Initial teacher training includes ICT competences or digital competences as an aspect of great relevance in their professional training. For the analysis of the digital competences, we used a dual approach using TPACK model (Technological Pedagogical Content Knowledge) and complemented with other questions related to relevant specific digital skills for a teacher today. We choose a quantitative approach, based on the survey technique, trying to get a broad sample of students in the last two years of the Degree in Early Childhood Education and in Primary Education from Spanish universities. The sample was 362 students from 14 universities. The results show that the students make a positive assessment of their university training, both in relation to basic knowledge, and in

La formación del profesorado universitario en Tecnologías de la Información y la Comunicación en la Universidad de Salamanca / Training of University Lecturers in Information and Communication Technology at the University of Salamanca

En el presente articulo analizamos y presentamos los principales resultados de una revision realizada sobre tres tematicas relacionadas con la formacion del profesorado en Tecnologias de la Informacion y Comunicacion (TIC). La primera se centra en los planes de formacion docente universitaria organizados por la Universidad de Salamanca (USAL), en torno a este tema. La segunda se orienta a conocer la importancia que se concede a las TIC en los Proyectos de Innovacion disenados y desarrollados por los profesores universitarios a lo largo de los ultimos anos en dicha universidad. Finalmente, presentamos los principales resultados extraidos de una investigacion amplia, en la que se estudio, entre otras multiples variables, la relacionada con la formacion del profesorado universitario para la integracion curricular de las tecnologias. Abstract This article shows the main results out of a documentary research study that analyzes three interrelated topics in the field of Teacher Education and ICT. The first analysis focuses on the University Teacher Training programs organized by the University of Salamanca (USAL). The second one examines the status and importance that is given to the use of ICT in Innovation Projects that have been designed and implemented by the university teaching staff during the last five years. Finally, and as part of a broader research project, the last study reports on University Lecturers’ training for ICT integration in the curriculum.