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Publicado:
jun 14, 2022
jun 14, 2022
Palabras clave:
Escuela, Administración de la educación, Tecnología educacional, Actitud del docente, Adopción
Resumen
La presente investigación tuvo como propósito comprender las condiciones que afectan la integración de Tecnologías de Apoyo a la Gestión Curricular (TAGC) en establecimientos educacionales. Se utilizaron técnicas propias de la investigación cualitativa, como entrevistas en profundidad y grupo focal a siete docentes usuarios de una plataforma de gestión. Los resultados indicaron la existencia de condiciones de primer grado, relacionadas con el contexto escuela, y condiciones de segundo orden asociadas con aspectos personales, influyentes en la integración y adopción de las TAGC en docentes y directivos. La conclusión permite establecer que, previo a la adopción de TAGC en docentes y directivos-docentes, se requiere atender las diferentes condiciones que interfieren en este proceso, de lo contrario, las tecnologías educativas seguirán coexistiendo con las prácticas docentes, sin alcanzar el potencial aporte que poseen. Este estudio contribuye a la comprensión de la integración de tecnologías digitales en procesos de gestión escolar.
Cómo citar
Cerda González, C. (2022). Condiciones para adopción de tecnologías digitales de apoyo a la gestión curricular. Educación Y Tecnología, (15), 34–54. Recuperado a partir de http://revistas.umce.cl/index.php/edytec/article/view/1704
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Citas
Afshari, M., Baka, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers' use of information and communication technology. Internacional Journal of Instruction, 2(1), 77-104. https://www.e-iji.net/dosyalar/iji_2009_1_5.pdf
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
Balkaya, S., & Akkucuk, U. (2021). Adoption and use of Learning Management Systems in education: The role of playfulness and self-management. Sustainability, 13(3), Article 1127. https://doi.org/10.3390/su13031127
Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Sciencie & Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
Briceño, L., Gomez, D. P., & Flórez, R. (2019). Uses of ICT in preschool: Towards curricular integration. Panorama, 13(24), 20-32. https://doi.org/10.15765/pnrm.v13i24.1203
Buabeng-Andoh, C., & Baah, C. (2020). Pre-service teachers’ intention to use Learning Management System: An integration of UTAUT and TAM. Interactive Technology and Smart Education, 17(4), 455-474. https://doi.org/10.1108/ITSE-02-2020-0028
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3-12. https://doi.org/10.3102/0013189X032006003
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
Howley, C. (2012). Readiness for Change. White Paper. ICF International (NJ1). http://files.eric.ed.gov/fulltext/ED535400.pdf
Ifinedo, E., Rikala, J., & Hamalainen, T. (2020). Factors affecting Nigerian teacher educators' technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, Article 103760. https://doi.org/10.1016/j.compedu.2019.103760
Khan, R. A., & Qudrat-Ullah, H. (2021). Learning management systems. In R. A. Khan & H. Qudrat-Ullah (Eds.), Adoption of LMS in Higher Educational Institutions of the Middle East (pp. 13-17). Springer International Publishing. https://doi.org/10.1007/978-3-030-50112-9_3
Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Educational Technology & Society, 16(2), 59-68. http://www.jstor.org/stable/jeductechsoci.16.2.59
López, C. (2019). Modelo para fomentar el aprendizaje activo en las plataformas LMS con base en Design Thinking y la Taxonomía de Bloom con un enfoque ágil. Enseñanza y Aprendizaje de Ingeniería de Computadores, 9 110-127. https://digibug.ugr.es/handle/10481/58158
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Jossey-Bass.
Olszewski, B., & Crompton, H. (2020). Educational technology conditions to support the development of digital age skills. Computers & Education, 150, 1-9. https://doi.org/10.1016/j.compedu.2020.103849
Ortiz, I. (2013). Gestión curricular en las escuelas con tecnologías de la información y la comunicación. Perfiles Educativos, 35(141), 152-166 https://doi.org/10.1016/S0185-2698(13)71840-3
Polizzi, G. (2011). Measuring school principals’ support for ICT integration in Palermo, Italy. Journal of Media Literacy Education, 3(2), 113-122. https://digitalcommons.uri.edu/jmle/vol3/iss2/6/
Razak, N. A., Ab Jalil, H., Krauss, S. E., & Ahmad, N. A. (2018). Successful implementation of information and communication technology integration in Malaysian public schools: An activity systems analysis approach. Studies In Educational Evaluation, 58, 17-29. https://doi.org/10.1016/j.stueduc.2018.05.003
Rogers, E. (1995). Diffusion of innovation. The Free Press.
Said, E., Silveira, A., & Marcano, B. (2019). Factores que inciden en el aprovechamiento de las TIC de docentes Colombianos. Revista Prisma Social, 25, 464-487. https://revistaprismasocial.es/article/view/2526
Siyam, N. (2019). Factors impacting special education teachers' acceptance and actual use of technology. Education and Information Technologies, 24, 2035-2057. https://doi.org/10.1007/s10639-018-09859-y
Stockless, A. (2017). Acceptance of Learning Management System: The case of secondary school teachers. 23(3), 1101-1121. https://doi.org/10.1007/s10639-017-9654-6
Sunkel, G., Trucco, D., & Espejo, A. (2013). La integración de las tecnologías digitales en las escuelas de América Latina y el Caribe, una mirada multidimensional. Chile. https://repositorio.cepal.org/handle/11362/21681
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
Viñas, M. (2017). La importancia del uso de plataformas educativas. Letras, 6, 157-169. http://sedici.unlp.edu.ar/handle/10915/61390
Weiner, B., Amick, H., & Lee, S.-Y. (2008). Conceptualization and measurement of organizational readiness for change: A review of the literature in health services research and other fields. Medical Care Research and Review, 65(4), 379-436. https://doi.org/10.1177/1077558708317802
Weng, C. H., & Tang, Y. (2014). The relationship between technology leadership strategies and effectiveness of school administration: An empirical study. Computers & Education, 76, 91-107. https://doi.org/10.1016/j.compedu.2014.03.010
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. https://www.tcrecord.org/ExecSummary.asp?contentid=10850
Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
Balkaya, S., & Akkucuk, U. (2021). Adoption and use of Learning Management Systems in education: The role of playfulness and self-management. Sustainability, 13(3), Article 1127. https://doi.org/10.3390/su13031127
Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Sciencie & Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
Briceño, L., Gomez, D. P., & Flórez, R. (2019). Uses of ICT in preschool: Towards curricular integration. Panorama, 13(24), 20-32. https://doi.org/10.15765/pnrm.v13i24.1203
Buabeng-Andoh, C., & Baah, C. (2020). Pre-service teachers’ intention to use Learning Management System: An integration of UTAUT and TAM. Interactive Technology and Smart Education, 17(4), 455-474. https://doi.org/10.1108/ITSE-02-2020-0028
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3-12. https://doi.org/10.3102/0013189X032006003
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
Howley, C. (2012). Readiness for Change. White Paper. ICF International (NJ1). http://files.eric.ed.gov/fulltext/ED535400.pdf
Ifinedo, E., Rikala, J., & Hamalainen, T. (2020). Factors affecting Nigerian teacher educators' technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, Article 103760. https://doi.org/10.1016/j.compedu.2019.103760
Khan, R. A., & Qudrat-Ullah, H. (2021). Learning management systems. In R. A. Khan & H. Qudrat-Ullah (Eds.), Adoption of LMS in Higher Educational Institutions of the Middle East (pp. 13-17). Springer International Publishing. https://doi.org/10.1007/978-3-030-50112-9_3
Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Educational Technology & Society, 16(2), 59-68. http://www.jstor.org/stable/jeductechsoci.16.2.59
López, C. (2019). Modelo para fomentar el aprendizaje activo en las plataformas LMS con base en Design Thinking y la Taxonomía de Bloom con un enfoque ágil. Enseñanza y Aprendizaje de Ingeniería de Computadores, 9 110-127. https://digibug.ugr.es/handle/10481/58158
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Jossey-Bass.
Olszewski, B., & Crompton, H. (2020). Educational technology conditions to support the development of digital age skills. Computers & Education, 150, 1-9. https://doi.org/10.1016/j.compedu.2020.103849
Ortiz, I. (2013). Gestión curricular en las escuelas con tecnologías de la información y la comunicación. Perfiles Educativos, 35(141), 152-166 https://doi.org/10.1016/S0185-2698(13)71840-3
Polizzi, G. (2011). Measuring school principals’ support for ICT integration in Palermo, Italy. Journal of Media Literacy Education, 3(2), 113-122. https://digitalcommons.uri.edu/jmle/vol3/iss2/6/
Razak, N. A., Ab Jalil, H., Krauss, S. E., & Ahmad, N. A. (2018). Successful implementation of information and communication technology integration in Malaysian public schools: An activity systems analysis approach. Studies In Educational Evaluation, 58, 17-29. https://doi.org/10.1016/j.stueduc.2018.05.003
Rogers, E. (1995). Diffusion of innovation. The Free Press.
Said, E., Silveira, A., & Marcano, B. (2019). Factores que inciden en el aprovechamiento de las TIC de docentes Colombianos. Revista Prisma Social, 25, 464-487. https://revistaprismasocial.es/article/view/2526
Siyam, N. (2019). Factors impacting special education teachers' acceptance and actual use of technology. Education and Information Technologies, 24, 2035-2057. https://doi.org/10.1007/s10639-018-09859-y
Stockless, A. (2017). Acceptance of Learning Management System: The case of secondary school teachers. 23(3), 1101-1121. https://doi.org/10.1007/s10639-017-9654-6
Sunkel, G., Trucco, D., & Espejo, A. (2013). La integración de las tecnologías digitales en las escuelas de América Latina y el Caribe, una mirada multidimensional. Chile. https://repositorio.cepal.org/handle/11362/21681
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
Viñas, M. (2017). La importancia del uso de plataformas educativas. Letras, 6, 157-169. http://sedici.unlp.edu.ar/handle/10915/61390
Weiner, B., Amick, H., & Lee, S.-Y. (2008). Conceptualization and measurement of organizational readiness for change: A review of the literature in health services research and other fields. Medical Care Research and Review, 65(4), 379-436. https://doi.org/10.1177/1077558708317802
Weng, C. H., & Tang, Y. (2014). The relationship between technology leadership strategies and effectiveness of school administration: An empirical study. Computers & Education, 76, 91-107. https://doi.org/10.1016/j.compedu.2014.03.010
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. https://www.tcrecord.org/ExecSummary.asp?contentid=10850
