Cristina Alonso Cano

Webinar como estrategia de formación online: descripción y análisis de una experiencia Webinar as strategy online training: description and analysis of an experience

En este articulo se analiza la situacion actual de las politicas educativas destinadas a la incorporacion de las TIC a las escuelas en una muestra de ocho comunidades autonomas de Espana (Andalucia, Canarias, Cataluna, Extremadura, Madrid, Pais Valenciano, Pais Vasco y Principado de Asturias) despues del proceso impulsado por el Programa Escuela 2.0. Este programa estuvo vigente durante el periodo 2009-2012 y respondio al modelo 1:1, de un ordenador por estudiante. Este analisis se guio por las siguientes cuestiones: ?Que efectos permanecen de las experiencias de politicas educativas del modelo 1:1?; ?Que nuevos proyectos o programas estan vigentes en los sistemas educativos de las comunidades autonomas? ?Que nuevas tendencias con relacion a las TIC estan emergiendo en la agenda educativa de las politicas autonomicas? Se concluye que las nuevas politicas TIC, entre otras acciones, apuntan a centrar su atencion en la incorporacion de las PDI a todas las aulas, a la dotacion de tabletas a los estudiantes en vez de miniportatiles, a politicas de sustitucion de los libros de texto de papel por plataformas de contenidos digitales y a la creacion de portales de recursos en la nube. Se constata tambien la ausencia de un programa o politica educativa TIC coordinada a nivel de todo el estado como fue la experiencia del Programa Escuela 2.0. Abstract In this article the current situation of educational policies for the incorporation of ICT in schools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia, Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzes Asturias) after the process driven by the Escuela 2.0 program. This program was in effect during the period 2009-2012 and responded to the 1:1 model of a computer per student. This analysis was guided by the following questions: What effects remain from the experiences of educational policies of the 1:1 model?; What new projects or programs are in place in the educational systems of the regions? What new trends in relation to ICT are emerging in the educational agenda of regional policies? We conclude that the new ICT policy, among other things, aim to focus on the integration of IDPs to all classrooms to equipping students tablets instead of netbooks, a substitution policies textbooks paper for digital content platforms, to create portals of cloud resources. The absence of an educational program or policy level ICT coordinated statewide as was the experience of School Program 2.0 has been observed.

Formación del profesorado en Tecnología Educativa: de cómo las realidades generan los mitos The formation of teachers in Educational Technology: how realities generate myths

En este articulo explicitamos, en primer lugar, nuestro posicionamiento en torno a la Tecnologia Educativa (TE) como ambito de estudio y aplicacion, desde una nocion que nos puede ayudar tanto a entender la dificultad de introducir cambios sustantivos en la educacion, como a situar el origen de algunos mitos sobre la formacion del profesorado. A continuacion explicitamos nuestras concepciones sobre el sentido de esta formacion. En segundo lugar se situan los objetivos del articulo y la metodologia utilizada para su desarrollo basada en evidencias recogidas en proyectos de investigacion y en nuestros procesos de analisis, reflexion y practica docente. En tercer lugar realizamos una aproximacion a la formacion inicial del profesorado de educacion infantil, primaria, secundaria y universitaria centrada en la nocion de TE que reciben. Como conclusion argumentamos que en la formacion inicial que recibe el profesorado en relacion a la TE se da una superposicion generalizada del concepto, con el de las Tecnologias de la Informacion y la Comunicacion, que no ofrece una vision de conjunto amplia e integrada de la accion educativa como un todo. Del mismo modo que permite vislumbrar la evolucion de algunos mitos sobre la formacion y la tecnologia.AbstractIn this paper we firstly explain our positioning regarding Educational Technology (ET) as a field of study and application, from a notion that can help us both understand the difficulty of introducing substantive changes in education, and place the origin of some myths about teachers’ professional development and technology. We then explain our views on the meaning of teacher training. Secondly, we locate the objectives of the paper and the methodology used for its development based on evidence gathered in research and in our processes of analysis, reflection and teaching practice. Thirdly, we make an approach to the initial professional development of nursery, primary, secondary and university teachers centred on the notion of the Educational Technology they receive. Finally, we argue that in the initial teacher training programmes there is widespread overlapping between the concept of ET and the Information and Communication Technology that does not offer a comprehensive and integrated vision of the educational action as a whole, just as it offers a glimpse of the evolution of some myths about teacher training and technology.

Elearning y la educación postmoderna: trayectorias y experiencias del estudiantado virtual

The emergence and dynamics of Elearning in the current scenarios of higher education, evidence of a major transformation occurred in the context of the information society: the use of ICT in the process of knowledge construction. This change has gone together, first, the improvement in the quality and formative offer, an offer that has sought to be more inclusive and representative of current social demands. And secondly, it is a modality that has tried to adapt to the current features of digital and digitized students (Prensky, 2006), whose role in the teaching process, tends to be more active than in traditional training models. This article focuses on this second dimension, analyzing how the Elearning tries to be an element of mediation between the current changes occurring in higher education and the emergence of new virtual students, more active and independent.