As boas práticas com TIC e a utilidade atribuída pelos alunos recém-integrados na universidade
ISSN: 1678-4634
Year of publication: 2014
Volume: 40
Issue: 4
Pages: 897-912
Type: Article
More publications in: Educaçao e Pesquisa: Revista da Faculdade de Educação da Universidade de São Paulo
Abstract
The Information and Communication Technologies (ICT) mark the work dynamics of the different contexts and the field of educational is not an exception. This research aims to understand the perception that students recently integrated in university education have on best educational practices with ICT. In particular we analyzed the content of reports in which students express their reflections about experiences and previous ideas under the theme concerned. The case study was addressed from a qualitative approach that fits in the narrative inquiry. The sample consists of 55 students aged between 18 and 37 years attending the first year of Social Education Bachelor's degree at University of Vigo (Spain). As main results and conclusions we must note that simply use of ICT is linked by participants to best practices without questioning the combination of its use with the kind of innovative teaching strategies. It was found that they attach best practices with the use of very current ICT devices and applications. Participants identify different benefits in its use related to: internet access, communication, publication and dissemination of content in a multitude of formats. While the obstacles they highlight the high economic cost of some devices, technical difficulties, the distraction that can produce, as well as the loss of personal contact and time. They are also able to extrapolate the use of what they consider best practice with ICT to some aspect of the work of their future profession.
Bibliographic References
- AREA, Manuel, SAN NICOLÁS, María Belén, FARIÑA, Elena. (2010). Buenas prácticas de aulas virtuales en la docencia universitaria semipresencial. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información. 7-31
- BATES, Tony. (2004). Enseñar al profesorado como utilizar la tecnología: buenas prácticas de instituciones líderes. Editorial UOC. Barcelona.
- BRUNO, Alicia. (2006). Análisis de un tutorial inteligente sobre conceptos lógico-matemáticos en alumno con Síndrome de Down. Revista Latinoamericana de Investigación en Matemática Educativa. 211-226
- CANALES, Roberto, MARQUÉS, Pere. (2007). Factores de buenas prácticas educativas con apoyo de las TIC: análisis de su presencia en tres centros educativos. Educar. 115-133
- COELHO, Bárbara. (2010). Políticas de informação, as tecnologias de informação e comunicação e a participação no âmbito da sociedade da informação: enfoque na inclusão digital do global ao local. TransInformação. 47-60
- COELHO, Bárbara, ROSÁRIO, Raquel, FERREIRA, Henriette. (2012). A condição estruturante das tecnologias nas relações sociais: potencialidades na interlocução entre biblioteca e usuário. Informação & Sociedade: Estudos. 25-31
- COLL, César, MAURI, Teresa, ONRUBIA, Javier. (2008). Análisis de los usos reales de las TIC en contextos educativos formales: una aproximación socio-cultural. Revista Electrónica de Investigación Educativa. 1-18
- DALSGAARD, Christian. (2006). Social software: e-learning beyond learning management systems. European Journal of Open, Distance and E-learning. 1-7
- DE PABLOS, Juan, JIMÉNEZ, Rocío. (2007). Buenas prácticas con TIC apoyadas en las Políticas Educativas: claves conceptuales y derivaciones para la formación en competencias ECTS. Revista Latinoamericana de Tecnología Educativa. 15-28
- DÍEZ GUTIÉRREZ, Javier. (2012). Modelos socioconstructivistas y colaborativos en e luso de las TIC en la formación inicial del profesorado. Revista de Educación. 175-197
- DIRCKINCK-HOLMFELD, Lone, LORENTSEN, Annette. (2003). Transforming university practice through ICT-integrated perspectives on organizational, technological, and pedagogical change. Interactive Learning Environments. 91-110
- FELIZ, Tiberio. (2012). Análisis de contenido de la comunicación asíncrona en formación universitaria. Revista de Educación. 282-309
- FERREIRO, Emilia. (2011). Alfabetización digital: ¿De qué estamos hablando?. Educação e Pesquisa. 423-438
- FLICK, Uwe. (2005). Uma introdução à pesquisa qualitativa. Bookman. Porto Alegre.
- GONZÁLEZ CUBILLÁN, Lesbia. (2009). Estudio de casos bajo el enfoque transdisciplinar. Multiciencias. 303-312
- GUIMARÃES, Jane. (2007). Educação, globalização e educação à distância. Revista Lusófona de Educação. 139-158
- HERNÁNDEZ, Roberto, FERNÁNDEZ, Carlos, BAPTISTA, Pilar. (2006). Metodología de la investigación. McGraw-Hill.
- HONG, Kian-Sam, SONGAN, Peter. (2011). ICT in the changing landscape of higher education in Southeast Asia. Australasian Journal of Educational Technology. 1276-1290
- LECOMPTE, Margaret, PREISSLE, Judc. (1993). Ethnography and qualitative design in educational research. Academic Press. San Diego.
- MOLINA, Alfonso. (2003). The digital divide: the need for a global e-inclusion movement. Technology Analysis & Strategic Management. 137-152
- RICOY, María Carmen, SEVILLANO, María Luisa, FELIZ, Tiberio. (2011). Competencias necesarias para la utilización de las principales herramientas de Internet en la educación. Revista de Educación. 483-507
- SALINAS, Jesús. (2004). Los recursos didácticos y la innovación educativa. Comunicación y Pedagogía. 36-39
- SANTOS, Gilberto Lacerda dos. (2011). Ensinar e aprender no meio virtual: rompendo paradigmas. Educação e Pesquisa. 307-320
- SARRADO, Juan José, PRUNA, Mónica, LÓPEZ, Pau. (2007). El cuento como entorno de crecimiento sociopersonal en la intervención psicopedagógica con población adolescente infractora. Estudios Sobre Educación. 57-85
- STAKE, Robert. (2007). A arte de investigação com estudos de caso. Fundação Gulbenkian. Lisboa.
- VAJARGAH, Kourosh Fathi, JAHANI, Sheida, AZADMANÉH, Nahid. (2010). Application of ICTS in teaching and learning at university level: the case of Shahid Behéhti University. Turkish Online Journal of Educational Technology. 33-39
- VANDERLINDE, Ruben, VAN BRAAK, Joan, DEXTER, Sara. (2012). ICT policy planning in a context of curriculum reform: disentanglement of ICT policy domains and artifacts. Computers & Education. 1339-1350
- VICENTINI, Maria José. (2012). Impacto das tecnologias de Informação e comunicação: cultura digital e mudanças sócio-culturais. Informação & Sociedade: Estudos. 13-25
- YANG, Hao. (2012). ICT in English schools: transforming education?. Technology, Pedagogy and Education. 101-118
- YIN, Robert. (2005). Estudo de caso: planejamento e métodos. Bookman. Porto Alegre.