Scientific-technological competence in the training of students future teachers: some aspects of self-perception in respect of the integration of ICT in the classroom
Abstract
INTRODUCTION: We are currently looking for a competent teaching model able to face the new challenges of the knowledge society. Among the "desirable" competences, scientific and technological stands out, in order to explore and include all the opportunities offered by Information and Communication Technologies (ICT) in their teaching practices. METHOD: This study responds to a descriptive-correlational design, whose purpose is to analyse the perception of future teachers about their scientific competence regarding the use of ICTs. For this purpose, an ad hoc questionnaire was developed, with 30 items and four response options. The questions included aspects such as their attitude towards the use of ICTs, what importance they attached to their inclusion in the classroom, as well as their perception about whether they were really prepared to face the challenge of using them in their subsequent professional practice. RESULTS: The results reveal that teacher aspirants feel technologically competent, but admit that they are not able to integrate ICTs into the classroom even though they know what teaching opportunities they offer. In turn, the participants have a positive appreciation for the use of ICT in the classroom, although they recognise a number of training needs to ensure their success when working as teachers. A positive relationship is established between the assessment of ICT in teaching, its effects on learning, knowledge of its use for teaching purposes and how to include it in teaching practices. DISCUSSION: There is an evident need to reform training programmes on educational technology in order to achieve a balanced integration between scientific knowledge of technological tools and didactic-pedagogical knowledge.
Downloads
References
Almerich, G., Orellana, N. y Díaz-García, I. (2015). Las competencias en TIC en el profesorado en formación y su relación con las creencias pedagógicas, la autoeficacia y la percepción del impacto de las TIC en la educación. Investigar con y para la sociedad, 2, 589-598.
Bagetti, S., Mussoi, E.M. y Mallmann, E.M. (2017). Fluência tecnológico-pedagógica na produção de recursos educacionais abertos-REA. Texto Livre: Linguagem e Tecnologia, 10(2), 185-205.
Casey, A., Goodyear, V.A. y Armor, K. (2017). Digital technologies and learning in physical education: pedagogical cases. Reino Unido: Routledge
Cózar, R., Valle, M. D., Hernández, J. A. y Hernández, J. R. (2015). Tecnologías emergentes para la enseñanza de las ciencias sociales: Una experiencia con el uso de realidad aumentada en la formación inicial de maestros. Digital Education Review, 27, 138-153.
De-Juanas Oliva, Á., Martín-del Pozo, R. y González-Ballesteros, M. (2016). Competencias docentes para desarrollar la competencia científica en educación primaria. Bordón. Revista de pedagogía, 68(2), 103-120.
Fernández-Batanero, J.M., Cabero, J. y López-Meneses, E. (2018). Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. British Journal of Educational Technology. Doi:10.1111/bjet.12675
Fernández-Batanero, J. M., Sañudo, B., Montenegro-Rueda, M. y García-Martínez, I. (2019). Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain. Sustainability, 11(9), 2559.
Gabarda-Méndez, V., Rodríguez-Martín, A. y Moreno-Rodríguez, M. D. (2017). La competencia digital en estudiantes de magisterio. Análisis competencial y percepción personal del futuro maestro. Educatio Siglo XXI, 35(2 Julio), 253-274.
García-Pérez, R., Rebollo-Catalán, Á. y García-Pérez, F. (2016). Relación entre las preferencias de formación del profesorado y su competencia digital en las redes sociales. Bordón. Revista de pedagogía, 68(2), 137-153.
García-Valcárcel Muñoz-Repiso, A. y Martín del Pozo, M. (2016). ¿Se sienten preparados los graduados en maestro de primaria para afrontar la profesión docente? Bordón. Revista de pedagogía, 68(2), 69-84.
George, A. y Sanders, M. (2017). Evaluating the potential of teacher-designed technology-based tasks for meaningful learning: Identifying needs for professional development. Education and Information Technologies, 24(6), 2871–2895. Doi:10.1007/s10639-017-9609-y
Istenic, A. y Bagon, S. (2014). ICT supported learning for inclusion of people with special needs: review of seven educational technology journals, 1970-2011. British Journal of Educational Technology, 45(2), 202–230.
Hersh, M. (2017). Classification framework for ICT‐based learning technologies for disabled people. British Journal of Educational Technology, 48(3), 768–788
Khine, M., Afari, E. and Ali, N. (2019). Investigating Technological Pedagogical Content Knowledge Competencies among Trainee Teachers in the Context of ICT Course. Alberta Journal of Educational Research, 65(1), 22-36.
Koehler, M. y Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Liu, G.Z., Wu, N.W. y Chen, Y.W. (2013). Identifying emerging trends for implementing learning technology in special education: A state-of-the-art review of selected articles published in 2008-2012. Research in developmental disabilities, 34(10), 3618–3628.
López, M. C., Pérez-García, P. y Rodríguez, M. J. (2015). Concepciones del profesorado universitario sobre la formación en el marco del espacio europeo de educación superior. Revista de investigación Educativa, 33(1), 179-194.
Luan, W. S. y Teo, T. (2011). Student Teachers’ Acceptance of Computer Technology: An Application of the Technology Acceptance Model (TAM). En Timothy Teo (Ed.) Technology Acceptance in Education: Research and Issues (pp. 43-61). Rotterdam: SensePublishers.
Magen-Nagar, N. y Shonfeld, M. (2018). Attitudes, openness to multiculturalism, and integration of online collaborative learning. Journal of Educational Technology & Society, 21(3), 1-11.
Martínez, R., Leite, C., y Monteiro, A. (2016). TIC y formación inicial de maestros: oportunidades y problemas desde la perspectiva de los estudiantes. Cuadernos de Investigación Educativa, 7 (1), 69-92.
Mendez Garrido, J. M., y Delgado Garcia, M. (2016). ICT in Primary and Secondary Education Schools in Andalusia. A case study from best practices. Digital Education Review, (29), 134-165.
Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T. y Smits, A. (2018). Digital agency: Empowering equity in and through education. Technology, Knowledge and Learning, 23(3), 425-439. https://doi.org/10.1007/s10758-018-9384-x
Rioseco-Pais, M. H., Paukner-Nogués y Ramírez-Muñoz, B. (2017). Incorporating Powtoon as a Learning Activity into a Course on Technological Innovations as Didactic Resources for Pedagogy Programs. International Journal of Emerging Technologies in Learning, 12(6), 120-131.
Sánchez-García, A. B. y Galindo-Villardón, P. (2018). Uso e integración de las tic en el aula y dificultades del profesorado en activo de cara a su integración. Profesorado, Revista de Currículum y Formación del Profesorado, 22(3), 341-358.
Sánchez-Prieto, J.C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J. y Olmos-Migueláñez, S. (2019). Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers. Computers in Human Behavior, 95, 158-167.
Sang, G., Valcke, M., Braak, J. V. y Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Sotiriou, S., Riviou, K., Cherouvis, S., Chelioti, E., & Bogner, F. X. (2016). Introducing large-scale innovation in schools. Journal of Science Education and Technology, 25(4), 541-549.
UNESCO. (2008). ICT competency standards for teachers. Policy Framework (156210). Paris, France: United Nations Educational, Scientific and Cultural Organization.
Wong, G.K.W. (2015). Understanding Technology Acceptance in Pre-service teachers of primary mathematics in Hong Kong. Australasian Journal of Educational Technology, 31(6), 713–735.
Original work publishes in this journal is subject to the following terms:
1. Murcia University Press (the publishing house) holds the copyright of the publishes work, and favours and allows their reutilization under the use license stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2015
2. Work is published in the electronic edition under a license (Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 España (legal text). They can be copied, used, disseminated, transmitted and publicly presented, as long as: i) authorship and original publication source is acknowledged (journal, publishing house and URL of the work); ii) are not used for commercial purposes; iii) the existence and specifications of this use license is stated.
3. Conditions for self-archive. Authors are allowed and encouraged to disseminate electronically the pre-pint (before review) and/or post-print (accepted for publication) versions of their work before their publication since that favours earlier circulation and dissemination resulting in an increased chance for the authors to be cited and for the work to reach a bigger share of the academic community. Colour: RoMEO: green.
