Diseño pedagógico de la educación digital para la formación del profesorado

RELATEC - Revista Latinoamericana de Tecnología Educativa



Bibliographic data

Translated title: Instructional design of digital education for teacher training
Journal Title: RELATEC - Revista Latinoamericana de Tecnología Educativa
Author: Jorge Antonio Balladares-Burgos
Language: Spanish
Get full text: https://relatec.unex.es/article/view/3167
Resource type: Journal Article
Source: RELATEC - Revista Latinoamericana de Tecnología Educativa; Vol 17, No 1 (Year 2018).
DOI: http://dx.doi.org/10.17398/1695-288X.17.1.41
Publisher: Universidad de Extremadura
Usage rights: Reconocimiento - NoComercial - SinObraDerivada (by-nc-nd)
Knowledge areas / Categories: Social Sciences/Humanities --> Education --AMP-- Educational Research

Statistical data

  • Views
  • Consultations
  • Citation style
  • Share
  • Export record
  • Favourites

Bibliometric data

WOS

Bibliography: Albalabejo López, M.J. (2018). Estudio de un caso de la formación del profesorado en las tecnologías de la información y la comunicación en los centros de educación infantil y primaria. DIM: Didáctica, Innovación y Multimedia, 36, Recuperado a partir de https://www.raco.cat/index.php/DIM/article/view/335139

Álvarez, C. & San Fabián, J.L. (2012). La elección del estudio de caso en investigación educativa. Gazeta de Antropología, 28 (1). Recuperado a partir de http://hdl.handle.net/10481/20644

Arbaugh, J., Cleveland-Innes, M., Díaz, S., Garrison, D., Ice, P., Richardson, J., & Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. doi:http://dx.doi.org/10.1016/j.iheduc.2008.06.003

Bell, P. (2004). On the Theoretical Breadth of Design-Based Research in Education. Educational Psychologist, 39(4), 243-253.

Bicen, H., Ozdamli, F., & Uzunboylu, H. (2014). Online and Blended Learning Approach on Instructional Multimedia Development Courses in Teacher Education. Interactive Learning Environments, 22(4), 529-548. doi:10.1080/10494820.2012.682586

Cabero, J., Arancibia, M.L., Valdivia, I. & Araneda, S. (2018). Percepciones de profesores y estudiantes de la formación virtual y de las herramientas en ellas utilizadas. Revista Diálogo Educacional, 18 (56), 149-163. Recuperado a partir de https://idus.us.es/xmlui/handle/11441/71505

Cabero, J., Marín, V., & Castaño, C. (2015). Validación de la aplicación del modelo TPACK para la formación del profesorado en TIC. @TIC. Revista d'innovació educativa, 14, 13-22. Recuperado a partir de http://www.redalyc.org/articulo.oa?id=349541425002

Carrera, X., & Coiduras, J. (2012). Identificación de la competencia digital del profesor universitario: un estudio exploratorio en el ámbito de las Ciencias Sociales. Revista de docencia universitaria, 10(2), 273-298. Recuperado a partir de http://red-u.net/redu/index.php/REDU/article/view/383

Chai, C., Koh, J., & Tsai, C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51. Recuperado a partir de http://www.ifets.info/journals/16_2/4.pdf

Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100. doi:10.1016/j.iheduc.2012.11.003

Esterhuizen, H., Blignaut, S., & Ellis, S. (2013). Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development. The International Review Of Research In Open And Distributed Learning, 14(3), 59-80. doi:http://dx.doi.org/10.19173/irrodl.v14i3.1358

Eyal, L. (2018). Dilemma Based Learning Integrated Collaborative Technologies -Teacher Education Course Model. Edulearn18. Recuperado a partir de: https://iated.org/concrete3/paper_detail.php?paper_id=65931

Garrison, D., Anderson, T., & Archer, W. (2000).Critical inquiry in a text-based environment: Computer conferencing in higher educationc model.The Internet and Higher Education, 2(2-3), 87-105.

Garrison, D., & Vaughan, N. (2013). Institutional change and leadership associated with blended learning association: two case studies. The Internet and Higher Education(18), 24-28. doi:10.1016/j.iheduc.2012.09.001

Gibelli, T. (2014). La investigación basada en diseño para el estudio de innovación en educación superior que promueve la autorregulación del aprendizaje utilizando TIC. Congreso Iberoamericano de Ciencias, Tecnología, Innovación y Educación, 1-16. Recuperado a partir de http://www.oei.es/congreso2014/memoriactei/1440.pdf

Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance education, 34(3). doi:10.1080/01587919.2013.835771

Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: An in Depth Analysis of Literature. Procedia - Social and Behavioral Sciences, 116, 4596-4603.

Halverson, L., Graham, C., Spring, K., & Drysdale, J. (2012). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 3(33), 381-413.

Halverson, L., Graham, C., Spring, K., Drysdale, J., & Henrie, C. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education(20), 20-34. doi:10.1016/j.iheduc.2013.09.004

Hepler, J. C. (2017). Digital technology and its influence on the professionalization of teaching associates in a university english department. (Order No. 10206440). (1972657937). Recuperado a partir de https://search.proquest.com/docview/1972657937accountid=36797

Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49, 740-762. doi:10.1016/j.compedu.2005.11.012

Koh, J., & Chai, C. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232. doi:10.1016/j.compedu.2013.08.017

Koh, J., Chai, C., & Tay, L. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. doi:10.1016/j.compedu.2014.04.022

Merrill, M. (2002). First principles of instruction. Educational Technology Research & Development, 50(3), 43-59.

Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Recuperado a partir de https://pdfs.semanticscholar.org/977d/8f707ca1882e093c4ab9cb7ff0515cd944f5.pdf

Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. doi:10.1016/j.compedu.2013.09.020

Oliveria, A. & Pombo, L. (2018). The use of Technologies in Education: initial perceptions of Teachers involved in the Edulab Project. Edulearn18. Recuperado a partir de: https://iated.org/concrete3/paper_detail.php?paper_id=65658

Pombo, L., Carlos, V., & Loureiro, M. J. (2015). Edulabs for the integration of technologies in Basic Education – monitoring the AGIRE project. International Journal of Research in Education and Science – IJRES, 2 (1), 16-29. Recuperado a partir de http://www.ijres.net/article/view/5000121574

Posada, R. (2004). Formación superior basada en competencias, interdisciplinariedad y trabajo autónomo del estudiante. Revista Iberoamericana de Educación. Obtenido de http://rieoei.org/deloslectores/648Posada.PDF

Pozos, K. (27 de junio de 2009). La competencia digital del profesorado universitario para la sociedad del conocimiento: un modelo para la integración de competencia digital en el desarrollo profesional docente. Recuperado a partir de V Congreso de formación para el trabajo: https://www.academia.edu/485126/La_Competencia_Digital_del_Profesorado_Universitario_para_la_Sociedad_del_Conocimiento_Un_Modelo_para_la_Integraci%C3%B3n_de_la_Competencia_Digital_en_el_Desarrollo_Profesional_Docente

Quaicoe, J.S. & Pata, K. (2018). Basic school teachers’ perspective to digital teaching and learning in Ghana, Education and Information Technologies, 23: 1159-1173. https://doi.org/10.1007/s10639-017-9660-8

Regalado, J. (2013). Las competencias digitales en la formación docente. Ra Ximhai, 9(4), 21-29. Recuperado a partir de http://www.revistas.unam.mx/index.php/rxm/article/download/54013/48091

Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122-131. doi:10.1016/j.tate.2012.09.002

Rinaudo, M., & Donolo, D. (2010). Estudios de diseño. Una perspectiva prometedora en la investigación educativa. Revista de Educación a Distancia, 22, 1-29. Obtenido de http://www.um.es/ead/red/22/rinaudo_donolo.pdf

Romero, R., Cabero, J. y Barroso, J. (2016). E-Learning of Andalusian University's Lecturers. Gender. Turkish Online Journal of Educational Technology - TOJET, 15 (2), pp. 25-37.

Saengbanchong, V., Wiratchai, N., & Bowarnkitiwong, S. (2014). Validating the Technological Pedagogical Content Knowledge appropiate for instructing Students (TPACK-S) of pre-service teachers. Procedia - Social and Behavioral Sciences, 116, 524-530. doi:10.1016/j.sbspro.2014.01.252

Schnerkenberg, D. (2010). Overcoming Barriers for eLearning in Universities: Portfolio Models for eCompetence Development of Faculty. British Journal of Educational Technology, 41(6), 979-991.

Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi:10.17763/haer.57.1.j463w79r56455411

Tejada, J. & Pozos, K. (2018). Nuevos escenarios y competencias digitales docentes: hacia la profesionalización docente con TIC. Revista de Currículum y Formación del Profesorado, 22(1), 25-51. Recuperado a partir de https://recyt.fecyt.es/index.php/profesorado/article/view/63620/pdf_60

Teng Lye, L. (2013). Opportunities and challenges faced by private higher education institution using TPACK Model in Malaysia. Procedia - Social and Behavioral Sciences, 91, 294-305. doi:10.1016/j.sbspro.2013.08.426

Thai, T., De Wever, B., & Valcke, M. (2015). Impact of Different Blends of Learning on Students Performance in Higher Education. European Conference on e-Learning, 744-753. Recuperado a partir de http://search.proquest.com/openview/5e52b0f4a3bbbfcce16e4afaea4e3279/1.pdf?pq-origsite=gscholar

The Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8.

Tømte, C., Enochsson, A., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: the TPACK framework goes online. Computers & Education, 84, 25-35. doi:10.1016/j.compedu.2015.01.005

Valverde-Berrocoso, J. & Balladares, J. (2017). Enfoque sociológico del uso del b-learning en la educación digital del docente universitario. Sophia: colección de Filosofía de la Educación, 23(2), 123-140.

Volk, B., & Keller, A. (2010). Zurich E-Learning Certificate. A role model for the acquirement of eCompetence for Academic Staff. European Journal of Open, Distance and E-Learning. doi:10.5167/uzh-62755

Walker, R. (1983) La realización de estudios de casos en educación. Ética, teoría y procedimientos. En W.B. Dockrell y D. Hamilton (comps.) (1983). Nuevas reflexiones sobre la investigación educativa. Madrid: Narcea, pp. 42-82.

Wang, F., & Hannafin, M. (2005). Design-based research and Technology-Enhanced Learning Environments. Educational Technology Research and Development, 53(4), 5-23.