Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo
Information and Communication Technologies (ICT) and its presence in education has undoubtedly given rise to important challenges to teachers, as this actor has have had the need for developing competences that allow them to incorporate these tools into their teaching practices for pedagogical purpo...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2018
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/34347 |
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| author | Flores-Lueg, Carolina Mena-Bastías, Carmen Navarrete-Troncoso, Lucía Arteaga-González, Patricia Gajardo-Rodríguez, Ana |
| author_facet | Flores-Lueg, Carolina Mena-Bastías, Carmen Navarrete-Troncoso, Lucía Arteaga-González, Patricia Gajardo-Rodríguez, Ana |
| author_sort | Flores-Lueg, Carolina |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Information and Communication Technologies (ICT) and its presence in education has undoubtedly given rise to important challenges to teachers, as this actor has have had the need for developing competences that allow them to incorporate these tools into their teaching practices for pedagogical purposes, aspect that must be certainly addressed by the initial training. This article presents the results of a study carried out in a chilean university whose purpose was oriented to establish the significance that students from pedagogy in nursery education attribute to the ICT incorporated in their formative process from a pedagogic perspective. It was used a qualitative approach, a case study design, with a case study design. Data and information collection was carried out through two focus group where sixteen students took part in. Both focus group were transcribed literally and later analyzed by a process of mixed coding supported by Atlas.tiv.7 software. Results show that students recognize positively the worth of ICT use in children’s education, but first, they demand to be prepared to use them, aspect which has been poorly intentioned within the training process, because students only have one subject oriented to the instrumental use of these tools in first year of studies, feeling insufficient preparation to incorporate them pedagogically into the educational process of the preschoolers. It concludes the need to incorporate ICT transversally in the training process, based on practical experiences that allow a pedagogical appropriation of them to transfer them to the classroom. |
| format | Online |
| id | INIE-RAIE-article-34347 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-343472023-06-07T19:35:54Z Significances given by future nursery school teachers to the ICT incorporated in their training process Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo Flores-Lueg, Carolina Mena-Bastías, Carmen Navarrete-Troncoso, Lucía Arteaga-González, Patricia Gajardo-Rodríguez, Ana formación docente educación infantil TIC teacher training child education ICT Information and Communication Technologies (ICT) and its presence in education has undoubtedly given rise to important challenges to teachers, as this actor has have had the need for developing competences that allow them to incorporate these tools into their teaching practices for pedagogical purposes, aspect that must be certainly addressed by the initial training. This article presents the results of a study carried out in a chilean university whose purpose was oriented to establish the significance that students from pedagogy in nursery education attribute to the ICT incorporated in their formative process from a pedagogic perspective. It was used a qualitative approach, a case study design, with a case study design. Data and information collection was carried out through two focus group where sixteen students took part in. Both focus group were transcribed literally and later analyzed by a process of mixed coding supported by Atlas.tiv.7 software. Results show that students recognize positively the worth of ICT use in children’s education, but first, they demand to be prepared to use them, aspect which has been poorly intentioned within the training process, because students only have one subject oriented to the instrumental use of these tools in first year of studies, feeling insufficient preparation to incorporate them pedagogically into the educational process of the preschoolers. It concludes the need to incorporate ICT transversally in the training process, based on practical experiences that allow a pedagogical appropriation of them to transfer them to the classroom. Las Tecnologías de la Información y la Comunicación (TIC) y su presencia en la educación, sin duda, han impulsado importantes desafíos para el profesorado, pues este actor se ha visto en la necesidad de desarrollar competencias que le permitan incorporar estas herramientas en sus prácticas docentes con fines pedagógicos, aspecto que debe ser abordado desde su formación inicial. Este artículo expone los resultados de un estudio llevado a cabo en una universidad chilena, cuyo propósito estuvo orientado a determinar el significado que estudiantes de la carrera de Pedagogía en Educación Parvularia le atribuyen a las TIC incorporadas en su proceso formativo, desde una dimensión pedagógica. Se utilizó un enfoque cualitativo, con un diseño de estudio de caso. Se desarrollaron dos grupos focales, donde participaron dieciséis estudiantes, ambos fueron transcritos en forma literal y posteriormente, analizados bajo un proceso de codificación mixta con apoyo del software Atlas.ti v.7. Los resultados evidencian una valoración positiva de estudiantes sobre el uso de TIC con fines pedagógicos en la educación infantil, pero para incorporarlas en el aula primero requieren estar preparadas para ello, aspecto escasamente intencionado dentro del proceso formativo por cuanto solo cursan una asignatura orientada al uso instrumental de estas en primer año de estudios, por lo que sienten una insuficiente preparación para incorporarlas pedagógicamente en el proceso educativo de los párvulos. Se concluye sobre la necesidad de incorporar las TIC trasversalmente en el proceso formativo, con base en experiencias prácticas que permitan una apropiación pedagógica de ellas para transferirlas al aula. Universidad de Costa Rica 2018-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion qualitative research Article investigación cualitativa application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/34347 10.15517/aie.v18i3.34347 Actualidades Investigativas en Educación; Vol. 18 No. 3: (September-December) Actualidades Investigativas en Educación; Vol. 18 Núm. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; v. 18 n. 3: (Setiembre - Diciembre) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/34347/33935 Derechos de autor 2018 Actualidades Investigativas en Educación |
| spellingShingle | formación docente educación infantil TIC teacher training child education ICT Flores-Lueg, Carolina Mena-Bastías, Carmen Navarrete-Troncoso, Lucía Arteaga-González, Patricia Gajardo-Rodríguez, Ana Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo |
| title | Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo |
| title_alt | Significances given by future nursery school teachers to the ICT incorporated in their training process |
| title_full | Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo |
| title_fullStr | Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo |
| title_full_unstemmed | Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo |
| title_short | Significaciones atribuidas por futuras educadoras de párvulos a las TIC incorporadas en su proceso formativo |
| title_sort | significaciones atribuidas por futuras educadoras de parvulos a las tic incorporadas en su proceso formativo |
| topic | formación docente educación infantil TIC teacher training child education ICT |
| topic_facet | formación docente educación infantil TIC teacher training child education ICT |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/34347 |
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