{"id":595,"date":"2008-12-13T11:52:46","date_gmt":"2008-12-13T10:52:46","guid":{"rendered":"http:\/\/elbonia.cent.uji.es\/jordi\/?p=595"},"modified":"2008-12-13T11:54:03","modified_gmt":"2008-12-13T10:54:03","slug":"las-fases-de-la-integracion-de-las-tic-tiempo-y-oportunidades","status":"publish","type":"post","link":"https:\/\/elbonia.cent.uji.es\/jordi\/2008\/12\/13\/las-fases-de-la-integracion-de-las-tic-tiempo-y-oportunidades\/","title":{"rendered":"Las fases de la integraci\u00f3n de las TIC: tiempo y oportunidades"},"content":{"rendered":"<p>La revista <em>Learning, Media and Technology<\/em> publica un interesante art\u00edculo titulado <em>Teachers&#8217; journeys towards critical use of ICT <\/em>en el que se describe un estudio sobre la confianza y competencia de un grupo de profesores de Primaria australianos en el uso de las TIC. Dichos profesores pertenec\u00edan a una serie de escuelas que participaban en un proyecto cuyo objetivo era desarrollar pr\u00e1cticas de ense\u00f1anza en las que se integraran las TIC y que proporcionaba a los centros educativos equipamiento, formaci\u00f3n en el uso de las TIC, desarrollo del curr\u00edculum y estrategias de ense\u00f1anza. El estudio identific\u00f3 en los registros de los docentes tres de los cuatro estadios propuestos para describir el aprendizaje de las TIC por los profesores:<\/p>\n<ol>\n<li>Adquisici\u00f3n de destrezas b\u00e1sicas con las TIC.<\/li>\n<li>Llevar a cabo actividades did\u00e1cticas en las que las TIC desempe\u00f1an un papel esencial.<\/li>\n<li>Integraci\u00f3n de las TIC en el curr\u00edculum.<\/li>\n<li>Innovaci\u00f3n, \u00abdesafiando las estructuras pedag\u00f3gicas existentes\u00bb.<\/li>\n<\/ol>\n<p><img decoding=\"async\" src=\"file:\/\/\/Users\/jordi_2\/Library\/Caches\/TemporaryItems\/moz-screenshot.jpg\" alt=\"\" \/><\/p>\n<p><img decoding=\"async\" src=\"file:\/\/\/Users\/jordi_2\/Library\/Caches\/TemporaryItems\/moz-screenshot-1.jpg\" alt=\"\" \/><img decoding=\"async\" src=\"file:\/\/\/Users\/jordi_2\/Library\/Caches\/TemporaryItems\/moz-screenshot-2.jpg\" alt=\"\" \/><img decoding=\"async\" src=\"file:\/\/\/Users\/jordi_2\/Library\/Caches\/TemporaryItems\/moz-screenshot-3.jpg\" alt=\"\" \/><\/p>\n<p>Algunos profesores, pocos, alcanzaron el tercer nivel y, seg\u00fan los autores, necesitar\u00e1n m\u00e1s tiempo para alcanzar la fase final. Dichas fases, sumamente parecidas a las del <a href=\"http:\/\/www.apple.com\/education\/k12\/leadership\/acot\/library.html\" target=\"_blank\">Proyecto ACOT<\/a>, provienen en este estudio del informe <em><a href=\"http:\/\/www.dest.gov.au\/sectors\/school_education\/publications_resources\/profiles\/raising_standards_ict_competency_framework.htm\" target=\"_blank\">Raising the standards: A proposal for the development of an ICT competency framework for teachers<\/a> <\/em>del Departamento de Educaci\u00f3n, Ciencia y Formaci\u00f3n australiano.<\/p>\n<p>En las conclusiones, los autores escriben (\u00e9nfasis m\u00edo):<\/p>\n<blockquote><p>The project data available for qualitative analysis revealed that most teachers (for whom records exist) shifted from little or no knowledge of ICT to an initial focus on mastering the use of ICT resources. Some teachers then progressed to focus on integrating ICT in the curriculum. Given appropriate support, a majority of teachers were able to develop confidence and adjust to the new classroom dynamics. Over the project period teachers gradually began to select ICT lesson directions and incorporate new hardware and software. The rate and extent of this developmental process, however, varied from teacher to teacher and from school to school.<\/p>\n<p>The framework of ICT progression developed was supported by the data.<strong> While a majority of teachers exhibited characteristics attributable to Stages 1 or 2, fewer progressed to Stage 3 and there was sparse evidence of teachers developing Stage 4 characteristics<\/strong>. Also, <strong>development was not necessarily a linear process from stage to stage but appeared to oscillate as teacher motivation ebbed and flowed with the various challenges that arose during the project. The challenges often created opportunities for development, but usually meant teachers had to spiral back to an earlier level of engagement with ICT, before further progress was made.<\/strong><\/p><\/blockquote>\n<p><a onmouseover=\"window.status='http:\/\/www.dest.gov.au\/sectors\/school_education\/publications_resources\/profiles\/raising_standards_ict_competency_framework.htm'; return true;\" onmouseout=\"window.status=' ';\" href=\"http:\/\/www.informaworld.com\/smpp\/jump%7Ejumptype=banner%7Efrompagename=content%7Efrommainurifile=content%7Efromdb=all%7Efromtitle=%7Efromvnxs=%7Econs=789296667?dropin=httpwwwdestgovausect&amp;to_url=http%3a%2f%2fwww%2edest%2egov%2eau%2fsectors%2fschool%5feducation%2fpublications%5fresources%2fprofiles%2fraising%5fstandards%5fict%5fcompetency%5fframework%2ehtm\" target=\"_blank\"><\/a><\/p>\n<p><em>Referencia<\/em>: Schibeci, R., MacCallum, J., Cumming-Potvin, W., Durrant, C., Kissane, B., &amp; Miller,, E. (2008). <em>Teachers&#8217; journeys towards critical use of ICT<\/em>. <strong>Learning, Media and Technology<\/strong>, <strong>33<\/strong>(4), 313-327.\u00a0 DOI: <a href=\"http:\/\/dx.doi.org\/10.1080\/17439880802497065\" target=\"_blank\">http:\/\/dx.doi.org\/10.1080\/17439880802497065<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La revista Learning, Media and Technology publica un interesante art\u00edculo titulado Teachers&#8217; journeys towards critical use of ICT en el que se describe un estudio sobre la confianza y competencia de un grupo de profesores de Primaria australianos en el uso de las TIC. Dichos profesores pertenec\u00edan a una serie de escuelas que participaban en [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[129,4],"tags":[244],"class_list":["post-595","post","type-post","status-publish","format-standard","hentry","category-competencias","category-nuevas-tecnologias","tag-fases-integracion-tic"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p74JOR-9B","_links":{"self":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts\/595","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/comments?post=595"}],"version-history":[{"count":5,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts\/595\/revisions"}],"predecessor-version":[{"id":600,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/posts\/595\/revisions\/600"}],"wp:attachment":[{"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/media?parent=595"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/categories?post=595"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/elbonia.cent.uji.es\/jordi\/wp-json\/wp\/v2\/tags?post=595"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}