Open Journal Systems

Atitudes dos professores em relação a ambientes de aprendizagem personalizados

Lucila Pérez Cascante, Manuel Cebrián, Manuela Raposo, Brenda Barrio

Resumo


Introdução: A atitude dos professores em relação aos recursos digitais é um indicador confiável de como eles usarão a tecnologia em um contexto pedagógico. O objetivo deste estudo foi identificar as atitudes dos professores em relação aos ambientes de aprendizagem personalizados (PLE) e os fatores que determinam a sua aceitação ou rejeição a estes novos contextos. Metodologia: A técnica de pesquisa foi aplicada para coletar dados amostrais por meio de um instrumento que contém duas escalas, uma para medir atitudes em relação à tecnologia e outra para determinar atitudes em relação a ambientes de aprendizagem personalizados, além de uma terceira seção para coletar dados demográficos dos participantes. Resultados: os resultados de ANOVAs unilaterais de 334 professores matriculados em programas de mestrado em educação no Equador confirmam que os professores têm uma atitude positiva em relação ao PLE, em um nível superior ou inferior, dependendo de seu conhecimento ou uso do PLE. Conclusões: Pode-se inferir que o PLE pode ser uma estratégia pedagógica importante, desde que sejam consideradas as atitudes, experiências e conhecimentos dos professores.


Palavras-chave


Ambientes digitais; Atitudes; Ambientes de aprendizagem pessoal; PLE.

Texto completo:

PDF (English)

Referências


Adams, S., Cummins, M., Davis, A., Freeman, A., Hall, C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from https://files.eric.ed.gov/fulltext/ED582134.pdf

Al-Emran, M., Elsherif, H., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102. doi: http://dx.doi.org/10.1016/j.chb.2015.11.033

Álvarez, S., Cuellar, C., López, B., Adrada, C., Anguiano, R., Bueno, A., Comas, I., & Gómez, S. (2011). Actitudes de los profesores ante la integración de las TIC en la práctica docente: Estudio de un grupo de la Universidad de Valladolid. Edutec-e Revista Electrónica de Tecnología Educativa, 35. Retrieved from http://edutec.rediris.es/Revelec2/Revelec35/

Al-Zaidiyeen, N., Lai Mei, L., & Fook, F. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International Education Studies, 3(2), 211-218. doi: http://dx.doi.org/10.5539/ies.v3n2p211

Baker, R. (2016). Using learning analytics in personalized learning. In M. Murphy, S. Redding, & J. Twyman (Eds.). Handbook on personalized learning for states, districts, and schools, 165–174. Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from www.centeril.org

Banyard, P., & Underwood, J. (2008). Understanding the learning space. eLearning Papers, 9, July. Retrieved from www.elearningpapers.eu

Bresnitz, E. A., Ross, M.C., Hall, G.E., & Stiegelbauer, S. (1997). A randomized study to assess the facilitation of faculty implementation of computer-based learning in medical education. Journal of Medical Education Technologies, 6(3), 19-35.

Bustos, A., Engel, A., Saz, A., & Coll, C. (2012). Integrating personal and institutional learning environments. Retrieved from http://www.academia.edu/5757502/Integrating_personal_and_institutional_virtual_learning_environments

Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers and Education, 105, 1-13. Retrieved from http://dx.doi.org/10.1016/j.compedu.2016.11.003

Castañeda, L., Tur, G., & Torres-Kompen, R. (2019). Impacto del concepto PLE en la literatura sobre educación: la última década. Revista Iberoamericana de Educación a Distancia, 22(1), pre-print. doi: http://dx.doi.org/10.5944/ried.22.1.22079

Cavas, B., Cavas, P., Karaoglon, B., & Kisla, T. (2009). A study on science teachers’ attitudes toward information and communication technologies in education. The Turkish Online Journal of Educational Technologies, 8(2), 20-32.

Cebrián-de-la-Serna, M.; Bartolomé-Pina, A.; Cebrián-Robles, D. & Ruiz-Torres, M. (2015). Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios. RELIEVE, 21(2), art. M1. doi: 10.7203/relieve.21.2.7479.

Christensen, C., Horn, M., & Johnson, C. (2011). Disrupting class: How disruptive innovation will change the way the world learns. McGraw Hill, New York.

Dabbagh, N., & Fake, H. (2017). College students’ perceptions of personal learning environments through the lens of digital tools, processes and spaces. Journal of New Approaches in Educational Research, 6(1), 30-38. doi: 10.7821/naer.2017.1.215

Dartt, M. (2011). The impact of teachers’ attitudes on technology use during instruction. Doctoral Dissertation, Liberty University. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1466&context=doctoral

Downes, S. (2007). Learning networks in practice. National Research Council Publications Records, Canada. Retrieved from https://www.academia.edu/2869500/Learning_networks_in_practice

Doyle, S., & Senske, N. (2016). Exploring learning objectives for digital design in architectural education. Architecture Conference Proceedings and Presentations, 86.

http://lib.dr.iastate.edu/arch_conf/86

Gallego-Arrufat, M.J., & Chaves-Barboza, E. (2014). Tendencias en estudios sobre Entornos Personales de Aprendizaje (PLE). Revista Electrónica de Tecnología Educativa, 49. Retrieved from http://edutec.rediris.es/Revelec2/Revelec49/n49_Gallego_Chaves.html

García, J., & González, M. (2017). Entornos personales de aprendizaje de estudiantes universitarios costarricenses de educación: Análisis de las herramientas de búsqueda de información. Revista de Investigación Educativa, 35(2), 389-407. doi: http://dx.doi.org/10.6018/rie.35.2.253101

Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes. Boston: Ally & Bacon.

Hittleman, D., & Simon, A. (2006). Interpreting educational research: An introduction for consumers of research. New York, NY: Pearson.

Jerez V., & Barroso, J. (2020). Identificación de los componentes del Entorno Personal de Aprendizaje de estudiantes de ingeniería. EDMETIC, 9(2), 202-221. doi: https://doi.org/10.21071/edmetic.v9i2.12602

Léris, D., & Sein-Echaluce, M. (2011). La personalización del aprendizaje: Un objetivo del paradigma educativo centrado en el aprendizaje. ARBOR, 187(3), 123-134. doi: https://doi.org/10.3989/arbor.2011.Extra-3n3135

López, J., & Ortega, J. (2017). Cambios en la percepción del profesorado sobre la incidencia positiva de las tecnologías digitales en educación primaria y secundaria. Revista Electrónica de Investigación y Docencia, 18, 97-108. doi: https://dx.doi.org/10.17561/reid.v0i18.3401

Males, N. (2011). Uses and attitudes toward educational technology among new teachers in urban schools: a Correlacional study. Doctoral Dissertation, University of Phoenix. Retrieved from https://pqdtopen.proquest.com/doc/883382579.html?FMT=AI

Mejía, A., Silva, C., Villarreal, C., Suárez, D., & Villamizar, C. (2018). Estudio de los factores de resistencia al cambio y actitud hacia el uso educativo de las tic por parte del personal docente. Revista Boletín Redipe, 7(2), 53-63. Retrieved from http://revista.redipe.org/index.php/1/article/view/428

Minguillon, J., Mor, E., Santanach, F., & Guardia, L. (2005). Personalización del proceso de aprendizaje usando “Learning Objects” Reutilizables. Revista de Educación a Distancia, IV. Retrieved from http://www.um.es/ead/red/M4/minguillon32.pdf

Myers, D. (2005). Psicología Social. México City, MX: McGraw-Hill.

Organización para la Cooperación y el Desarrollo Económico [OCDE]. (2006). Escuelas del futuro: La personalización de la enseñanza. Retrieved from http://www.oecd.org/education/school/36234148.pdf.

Peña, I. (2013). El PLE de investigación-docencia: el aprendizaje como enseñanza. En L. Castañeda y J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red, 93-110. Alcoy: Marfil.

Phillips, B. (2016). Beyond classroom learning: Personalized learning through digital technologies. Retrieved from http://hdl.handle.net/20.500.11790/255

Rana, H. (2012). A study to assess teacher educators' attitudes towards technology integration in classrooms. MIER Journal of Educational Studies, Trends & Practices, 2(2), 190-205. Retrieved from http://mierjs.in/ojs/index.php/mjestp/article/view/36

Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools, 3–18. Philadelphia, PA: Temple University, Center on Innovations in Learning.

Sahin, M., & Kilsa, T. (2016a). An analysis of university students ‘attitudes towards Personalized Learning Environments. The Turkish Online Journal of Educational Technology, 15 (1), 1-10. Retrieved from https://files.eric.ed.gov/fulltext/EJ1086195.pdf

Sahin, M., & Kisla, T. (2016b). Developing a valid and reliable attitude scale towards personalized learning. Kastamonu Education Journal, 24(4), 1713-1726. Retrieved from https://kefdergi.kastamonu.edu.tr/index.php/Kefdergi/article/view/497

Sahin, S. & Uluyol, C. (2016). Preservice Teachers’ Perception and Use of Personal Learning Environments (PLEs). International Review of Research in Open and Distributed Learning, 17(2). doi: 10.19173/irrodl.v17i2.2284.

Salinas, J. (2016). La investigación ante los desafíos de los escenarios de aprendizaje futuros. Revista de Educación a Distancia, 50, 1-24. doi: http://dx.doi.org/10.6018/red/50/13

Samak, Z. (2006). An exploration of Jordanian English language teachers ‘attitudes, skills, and access as indicator of information and communication technology integration in Jordan. Unpublished Doctoral Thesis. Florida State University. Retrieved from http://diginole.lib.fsu.edu/islandora/object/fsu:168189/datastream/PDF/view

Seraji,N., Ziabarin, R., & Rokni, S. (2017). Teacher’s attitudes towards educational technology in English language institutes. International Journal of English Linguistics, 7(2). doi: 10.5539/ijel.v7n2p176

Scherer, P., & Ferrari, D. (2018). Experiences with web 2.0 in school settings: a framework to foster educational practices based on a Personal Learning Environment perspective. Educação em Revista, 34, 1-27. doi: http://dx.doi.org/10.1590/0102-4698162010

Sideeg, A. (2016). Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal Development in crafting learning outcomes. International Journal of Linguistics, 8(2). ISSN 1948-5425. Retrieved from http://www.macrothink.org/journal/index.php/ijl/article/view/9252

Tomé-Fernández, M., Curiel-Marín, E., & Caraballo, E. (2020). Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks. Electronics, 9(5), 876. doi: 10.3390/electronics9050876

Torres R., Edirisingha, P., Canaleta, X., Alsinaa, M., & Monguet, J. (2019). Personal Learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206. https://doi.org/10.1016/j.tele.2018.10.003

Tur, G., & Marín, V. (2015). Exploring students ‘attitudes and beliefs towards e-portfolios and technology in education. Enseñanza and Teaching, 33(1), 57-82 doi: http://dx.doi.org/10.14201/et20153315782

Villalonga, C., & Marta-Lazo, C. (2015). Modelo de integración educomunicativa de 'Apps' móviles para la enseñanza y aprendizaje. Revista de Medios y Educación, 46, 137-153. Retrieved from http://www.redalyc.org/pdf/368/36832959014.pdf

Yuliang, L., & Huang, C. (2005). Concerns of teachers about technology integration in the USA. European Journal of Teacher Education, 28(1), 35-48.




DOI: http://dx.doi.org/10.5380/atoz.v10i2.78774

Apontamentos

  • Não há apontamentos.