Accesibilidad, autoeficacia y actitudes de docentes hacia las tecnologías como apoyo a la enseñanza
Artículos
Publicado diciembre 28, 2020
Palabras clave
actitudes docentes
autoeficacia
accesibilidad
educación primaria
autoeficacia
accesibilidad
educación primaria
Resumen
El estudio se propuso como objetivo analizar las relaciones entre la accesibilidad de las tecnologías en las escuelas, la autoeficacia de los docentes para utilizar las TIC y sus actitudes hacia integrar estos recursos como apoyo a la enseñanza. De forma no probabilística se seleccionaron a 170 docentes de primaria, 79.5% de sexo femenino y 20.5% del masculino (M = 37 años, DE = 8.95 años). Se calculó un modelo de regresión lineal múltiple. Se encontró que tanto la accesibilidad como la autoeficacia se relacionaron positivamente con las actitudes de los docentes hacia las tecnologías. Se concluyó que existen factores contextuales y personales que influyen en las actitudes de los docentes hacia las tecnologías.Citas
Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141–150. https://doi.org/10.1016/j.tate.2018.03.020
Araujo de Cendros, D., & Bermúdez, J. (2009). Limitaciones de las Tecnologías de Información y comunicación en la educación universitaria. Horizontes Educacionales, 14(1), 9–24. Recuperado en redalyc.org/pdf/979/97912444001.pdf
Bagi, F., & Loi, M. (2013). Measuring ICT use and learning outcomes: evidence from recent econometric studies. European Journal of Education, 48(1), 28–42. https://doi.org/10.11 11/ejed.12016
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). San Diego, CA: Academic Press
Bas, G., Kubiatko, M., & Sünbül, A. (2016). Teacher’s perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behavior, 61, 176–185. https://doi.org/10.1016/j.chb.2016.03.022
Belland, B. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2), 353–364. https://doi.org/10.1016 /j.compedu.2008.09.004
Beltrán-Sánchez, J. A., García-López, R. I., Ramírez-Montoya, M. S., & Tánori-Quintana, J. (2019). Factores que influyen en la integración del Programa de Inclusión y Alfabetización Digital en la docencia en escuelas primarias. Revista Electrónica de Investigación Educativa, 21(e31), 1–11. https://doi.org/10.24320/redie.2019.21.e31.2088
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82–90. https://doi.org/10.1 016/j.comp edu.2014.04.013
Bradshaw, L. K. (2002). Technology for teaching and learning: strategies for staff development and follow-up support. Journal of Technology and Teacher Education, 10(1), 131–150. Recuperado de https://www.learntechlib.org/primary/p/9307/
Cherry, J. (2014). Technology integration in education: An examination of technology adoption in teaching and learning by secondary teachers in Minnesota (Tesis de Doctorado). Recuperado de ProQuest, Theses and Dissertations (UMI: 3615990).
Chong, H. (2012). Perception and use of instructional technology: teacher candidates as adopters of innovation (Tesis de doctorado). Recuperado de ProQuest, Theses and Dissertations (UMI: 3513740).
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teacher, ICT and student achievement. Economic of Education Review, 56, 24–39. https://doi.org/10 .1016/j.econoedurev.2016.11.007
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research & Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597
Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 25–39. https://doi .org/10.1007/BF02504683
Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers’ ICT integration proficiency over time. Computer & Education, 111, 18–30. https://doi.org/10 .1016/j.co mpedu.207.04.001
Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computer & Education, 125, 1–13. https://doi.org/10.1016/j.compedu.2018.05.021
Huertas-Montes, A., & Pantoja-Vallejo, A. (2016). Efectos de un programa educativo basado en el uso de las TIC sobre el rendimiento académico y la motivación del alumnado en la asignatura de tecnología de la educación secundaria. Educación XXI, 19(2), 229–250. https://doi.org/10 .5944/educ XXI.16464
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristic, knowledge constructs ICT practices and beliefs. Computer & Education, 146, 1–17. https://doi.org/10.1016/j.compedu.2019.1 03760
Kopcha, T. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59, 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014
Kreijns, K., Van Acker, F., Vermeulen, M., & Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computer in Human Behavior, 29(1), 217–225. https://doi.org/10.1016/j.chb. 2012.08.008
Makki, T., O’Neil, L., Cotten S., & Rikard, R. (2018). When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration. Computers & Education, 120, 90–97. https://doi.org/10.1016/j.compedu.2018.01.005
Mirzajani, H., Mahnud, R., Mohd, A. F., & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26–40. https://doi .org/10.110 8/QAE-06-2014-0025
Moreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, Á, & González, A. (2019). Teachers’ ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computer & Education, 134, 63–77. https://doi.org/10.1016/j.compedu.2019.02.007
Rosen, L., Cheever, N., & Carrier, L. (2010). Rewired: Understanding the iGeneration and the way they learn. New York: Macmillan.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu. 2009.07.010
Scherer, R., & Siddiq, F. (2015). Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior, 53, 48–57. https://doi.org/10 .1016/j.ch b.2015.06.038
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computer in Human Behavior, 80, 67–80. https://doi.org/10.1016/j.chb.2017.11.003
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students’ learning experiences: A Self-Determination Theory approach. Computer in Human Behavior, 78, 368–378. https://doi.org/10.1016/j.chb.2017.08.011
Skyabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematic, and science? Computers & Education, 85, 49–58. https://doi.org/10.1016/j.compedu.2015.02.004
Sug Shin, W., Han, I., & Kim, I. (2014). Teacher’s technology use and the change of their pedagogical belief in Korean educational context. International Education Studies, 78(8), 11–22. https://doi.org/10.5539/ies.v7n8p11
Sunkel, G., Trucco, D., & Espejo, A. (2013). La integración de las tecnologías digitales en las escuelas de América Latina y el Caribe. Santiago de Chile: ONU/CEPAL.
Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101–110. https://doi.org/10.1016/j.tate.2018.12.012
Valdés-Cuervo, A., Arreola-Olivarría, C., Angulo-Armenta, J., Carlos-Martínez, E., & García-López, R. (2011). Actitudes docentes de educación básica hacia las TIC. Magis, Revista Internacional de Investigación en Educación, 3(6), 379–392. Recuperado de redalyc.org/articulo.oa?id=281021734008
Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P. & Sointu, E., (2015). The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81, 49–58. https://doi.org/10 .1016/j.co mpedu.2014.09.008
Vilaplana, C. (2016). The role of ICT for supporting relationships between students. Evidence for Spain. Procedia. Social and Behavioral Sciences, 228, 123–130. https://doi.org/10.1016/ j.sbspro.2016.07.105
Vongkulluksn, V., Xie, K., & Bowman, M. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers and Education, 118, 70–81. https://doi.org/10.1016/j.compedu.20 17.11.009
Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School effectiveness and school improvement, 19(1), 99–120. https://doi.org/10.1080/09243450801896809
Yesilyurt, E., Ulas, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591–601. https://doi.org/10.1016/j.chb.20 16.07.038
Yong-Varela, L. (2004). Modelo de Aceptación Tecnológica (TAM) para determinar los efectos de las dimensiones de cultura nacional en la aceptación de las TIC. Revista Internacional de Ciencias Sociales y Humanidades. SOCIOTAM, 14(1), 131–171. Recuperado de https:// www.redalyc.org/pdf/654/65414107.pdf
Araujo de Cendros, D., & Bermúdez, J. (2009). Limitaciones de las Tecnologías de Información y comunicación en la educación universitaria. Horizontes Educacionales, 14(1), 9–24. Recuperado en redalyc.org/pdf/979/97912444001.pdf
Bagi, F., & Loi, M. (2013). Measuring ICT use and learning outcomes: evidence from recent econometric studies. European Journal of Education, 48(1), 28–42. https://doi.org/10.11 11/ejed.12016
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). San Diego, CA: Academic Press
Bas, G., Kubiatko, M., & Sünbül, A. (2016). Teacher’s perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behavior, 61, 176–185. https://doi.org/10.1016/j.chb.2016.03.022
Belland, B. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2), 353–364. https://doi.org/10.1016 /j.compedu.2008.09.004
Beltrán-Sánchez, J. A., García-López, R. I., Ramírez-Montoya, M. S., & Tánori-Quintana, J. (2019). Factores que influyen en la integración del Programa de Inclusión y Alfabetización Digital en la docencia en escuelas primarias. Revista Electrónica de Investigación Educativa, 21(e31), 1–11. https://doi.org/10.24320/redie.2019.21.e31.2088
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82–90. https://doi.org/10.1 016/j.comp edu.2014.04.013
Bradshaw, L. K. (2002). Technology for teaching and learning: strategies for staff development and follow-up support. Journal of Technology and Teacher Education, 10(1), 131–150. Recuperado de https://www.learntechlib.org/primary/p/9307/
Cherry, J. (2014). Technology integration in education: An examination of technology adoption in teaching and learning by secondary teachers in Minnesota (Tesis de Doctorado). Recuperado de ProQuest, Theses and Dissertations (UMI: 3615990).
Chong, H. (2012). Perception and use of instructional technology: teacher candidates as adopters of innovation (Tesis de doctorado). Recuperado de ProQuest, Theses and Dissertations (UMI: 3513740).
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teacher, ICT and student achievement. Economic of Education Review, 56, 24–39. https://doi.org/10 .1016/j.econoedurev.2016.11.007
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research & Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597
Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 25–39. https://doi .org/10.1007/BF02504683
Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers’ ICT integration proficiency over time. Computer & Education, 111, 18–30. https://doi.org/10 .1016/j.co mpedu.207.04.001
Hu, X., Gong, Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computer & Education, 125, 1–13. https://doi.org/10.1016/j.compedu.2018.05.021
Huertas-Montes, A., & Pantoja-Vallejo, A. (2016). Efectos de un programa educativo basado en el uso de las TIC sobre el rendimiento académico y la motivación del alumnado en la asignatura de tecnología de la educación secundaria. Educación XXI, 19(2), 229–250. https://doi.org/10 .5944/educ XXI.16464
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristic, knowledge constructs ICT practices and beliefs. Computer & Education, 146, 1–17. https://doi.org/10.1016/j.compedu.2019.1 03760
Kopcha, T. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59, 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014
Kreijns, K., Van Acker, F., Vermeulen, M., & Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computer in Human Behavior, 29(1), 217–225. https://doi.org/10.1016/j.chb. 2012.08.008
Makki, T., O’Neil, L., Cotten S., & Rikard, R. (2018). When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration. Computers & Education, 120, 90–97. https://doi.org/10.1016/j.compedu.2018.01.005
Mirzajani, H., Mahnud, R., Mohd, A. F., & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26–40. https://doi .org/10.110 8/QAE-06-2014-0025
Moreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, Á, & González, A. (2019). Teachers’ ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computer & Education, 134, 63–77. https://doi.org/10.1016/j.compedu.2019.02.007
Rosen, L., Cheever, N., & Carrier, L. (2010). Rewired: Understanding the iGeneration and the way they learn. New York: Macmillan.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu. 2009.07.010
Scherer, R., & Siddiq, F. (2015). Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior, 53, 48–57. https://doi.org/10 .1016/j.ch b.2015.06.038
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computer in Human Behavior, 80, 67–80. https://doi.org/10.1016/j.chb.2017.11.003
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students’ learning experiences: A Self-Determination Theory approach. Computer in Human Behavior, 78, 368–378. https://doi.org/10.1016/j.chb.2017.08.011
Skyabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematic, and science? Computers & Education, 85, 49–58. https://doi.org/10.1016/j.compedu.2015.02.004
Sug Shin, W., Han, I., & Kim, I. (2014). Teacher’s technology use and the change of their pedagogical belief in Korean educational context. International Education Studies, 78(8), 11–22. https://doi.org/10.5539/ies.v7n8p11
Sunkel, G., Trucco, D., & Espejo, A. (2013). La integración de las tecnologías digitales en las escuelas de América Latina y el Caribe. Santiago de Chile: ONU/CEPAL.
Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101–110. https://doi.org/10.1016/j.tate.2018.12.012
Valdés-Cuervo, A., Arreola-Olivarría, C., Angulo-Armenta, J., Carlos-Martínez, E., & García-López, R. (2011). Actitudes docentes de educación básica hacia las TIC. Magis, Revista Internacional de Investigación en Educación, 3(6), 379–392. Recuperado de redalyc.org/articulo.oa?id=281021734008
Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P. & Sointu, E., (2015). The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81, 49–58. https://doi.org/10 .1016/j.co mpedu.2014.09.008
Vilaplana, C. (2016). The role of ICT for supporting relationships between students. Evidence for Spain. Procedia. Social and Behavioral Sciences, 228, 123–130. https://doi.org/10.1016/ j.sbspro.2016.07.105
Vongkulluksn, V., Xie, K., & Bowman, M. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers and Education, 118, 70–81. https://doi.org/10.1016/j.compedu.20 17.11.009
Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School effectiveness and school improvement, 19(1), 99–120. https://doi.org/10.1080/09243450801896809
Yesilyurt, E., Ulas, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591–601. https://doi.org/10.1016/j.chb.20 16.07.038
Yong-Varela, L. (2004). Modelo de Aceptación Tecnológica (TAM) para determinar los efectos de las dimensiones de cultura nacional en la aceptación de las TIC. Revista Internacional de Ciencias Sociales y Humanidades. SOCIOTAM, 14(1), 131–171. Recuperado de https:// www.redalyc.org/pdf/654/65414107.pdf