Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching
This study aims to analyze primary school teacher´s perspectives on the educational processes mediated by digital technologies and their inclusion in the classroom. For this, a qualitative study is conducted based on the strategies of the Grounded Theory. Based on this approach, different categories...
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| Format: | Online |
| Language: | spa |
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2020
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| Online Access: | https://revistas.unc.edu.ar/index.php/vesc/article/view/27434 |
| _version_ | 1811171104803258368 |
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| author | Gómez, Verónica Lucía Álvarez, Guadalupe |
| author_facet | Gómez, Verónica Lucía Álvarez, Guadalupe |
| author_sort | Gómez, Verónica Lucía |
| collection | Portal de Revistas |
| description | This study aims to analyze primary school teacher´s perspectives on the educational processes mediated by digital technologies and their inclusion in the classroom. For this, a qualitative study is conducted based on the strategies of the Grounded Theory. Based on this approach, different categories and properties are recognized in teacher discourse on digital technologies: ICT vision, which includes the modern or instrumental vision, the non-prescriptive vision and the vision in digital culture; technological resources, which include access, ICT infrastructure and teacher training; and ways of usage, which include different uses as an audiovisual tool, search for information, spaces for knowledge production and exchange (Blogs / Social Networks), programs and applications. The main conclusion is the need to overcome the vision in which teacher represents the only factor in the teaching process mediated by digital technologies, and to consider this process as a part of a broader project promoted by the State towards the diversity of educational communities. |
| format | Online |
| id | oai:ojs.revistas.unc.edu.ar:article-27434 |
| institution | Universidad Nacional de Cordoba |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| record_format | ojs |
| spelling | oai:ojs.revistas.unc.edu.ar:article-274342021-09-21T21:32:16Z Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching Tecnologías digitales en la escuela primaria: las perspectivas de los docentes sobre su inclusión y la enseñanza en las aulas Gómez, Verónica Lucía Álvarez, Guadalupe ICT; primary education; teacher perspectives; ICT Project. TIC; educación primaria; perspectivas; “Proyecto TIC” This study aims to analyze primary school teacher´s perspectives on the educational processes mediated by digital technologies and their inclusion in the classroom. For this, a qualitative study is conducted based on the strategies of the Grounded Theory. Based on this approach, different categories and properties are recognized in teacher discourse on digital technologies: ICT vision, which includes the modern or instrumental vision, the non-prescriptive vision and the vision in digital culture; technological resources, which include access, ICT infrastructure and teacher training; and ways of usage, which include different uses as an audiovisual tool, search for information, spaces for knowledge production and exchange (Blogs / Social Networks), programs and applications. The main conclusion is the need to overcome the vision in which teacher represents the only factor in the teaching process mediated by digital technologies, and to consider this process as a part of a broader project promoted by the State towards the diversity of educational communities. El objetivo ha sido analizar las perspectivas de los docentes de escuelas primarias sobre la enseñanza mediada por tecnologías digitales y la inclusión de estas tecnologías en las aulas. Para ello, se realiza un estudio cualitativo recurriendo a estrategias propias de la Teoría fundamentada. Desde este enfoque, se establecieron diferentes categorías y propiedades asociadas al discurso docente sobre las tecnologías digitales: visión sobre las TIC, que comprende la visión moderna o instrumental, la visión no prescriptiva y la visión en cultura digital; recursos tecnológicos, que comprende acceso, infraestructura TIC y formación docente; y modos de uso, que abarca el uso como herramienta audiovisual, la búsqueda de información, los espacios de producción de conocimiento e intercambio, los programas y las aplicaciones. Como conclusión fundamental, se ha hecho evidente la propuesta de superar la visión del docente como único factor del proceso de enseñanza mediado por tecnologías digitales y pensarlo como parte de un proyecto más amplio fomentado desde el Estado hacia la diversidad de las comunidades educativas. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2020-01-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/27434 10.60020/1853-6530.v11.n20.27434 Virtuality, Education and Science; Vol. 11 No. 20; 9-26 Virtualidad, Educación y Ciencia; Vol. 11 Núm. 20; 9-26 1853-6530 10.60020/1853-6530.v11.n20 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/27434/29045 Derechos de autor 2020 Verónica Lucía Gómez, Guadalupe Álvarez |
| spellingShingle | ICT; primary education; teacher perspectives; ICT Project. TIC; educación primaria; perspectivas; “Proyecto TIC” Gómez, Verónica Lucía Álvarez, Guadalupe Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching |
| title | Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching |
| title_alt | Tecnologías digitales en la escuela primaria: las perspectivas de los docentes sobre su inclusión y la enseñanza en las aulas |
| title_full | Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching |
| title_fullStr | Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching |
| title_full_unstemmed | Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching |
| title_short | Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching |
| title_sort | digital technologies in primary school teachers perspectives on their inclusion and classroom teaching |
| topic | ICT; primary education; teacher perspectives; ICT Project. TIC; educación primaria; perspectivas; “Proyecto TIC” |
| topic_facet | ICT; primary education; teacher perspectives; ICT Project. TIC; educación primaria; perspectivas; “Proyecto TIC” |
| url | https://revistas.unc.edu.ar/index.php/vesc/article/view/27434 |
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