Palabras clave
reflective instructors
executive education
integración tecnológica
docentes reflexivos
educación ejecutiva
Cómo citar
Resumen
Este ensayo científico examina la reformulación de los esquemas mentales del profesorado en los procesos de enseñanza de personas ejecutivas, mediados por la tecnología. Cada vez más, la tecnología complementa los métodos de enseñanza que tradicionalmente han liderado los programas de capacitación. Aunque el profesorado cuenta con mayores recursos tecnológicos a su disposición, enfrentan el reto de transmitir en menos tiempo la misma cantidad de contenidos. El objetivo de esta investigación es entender cómo el profesorado desarrolla sus habilidades tecnológicas para crear experiencias de aprendizaje más eficaces y permanentes. Este ensayo responde a la pregunta ¿cómo aprenden el profesorado de personas ejecutivas a integrar la tecnología? La integración de la tecnología es la forma en que las capacidades y restricciones de la tecnología están incorporadas en el ejercicio profesional. Luego de explorar diversas teorías sobre el aprendizaje de personas adultas, el aprendizaje basado en la experiencia y la reflexión de las personas ejecutivas, se encontró que el profesorado debe reformular sus esquemas mentales para aprender a integrar apropiadamente la tecnología. Se concluye que la promoción de la autoconciencia en medio de la acción docente puede facilitar esta integración. Investigación futura debería abordar el uso de modelos de integración de la tecnología en el profesorado de personas ejecutivas.
Citas
AACSB International. (2015). Business School Technology Survey: Technology in Business Schools Roundtable (TBSr). Recuperado de https://www.aacsb.edu/accreditation/accredited-schools?F_Accreditation=Business&F_SchoolName=business+school+technology+survey
Aldunate, Roberto., and Nussbaum, Miguel. (2013). Teacher adoption of technology. Computers in Human Behavior, 29, 519–524.
Ambrose, Susan A (Ed.). (2010). How learning works: seven research-based principles for smart teaching (1st. ed.). Jossey-Bass.
Argyris, Chris. (1977). Double loop learning in organizations. Harvard Business Review, 55(5), 115.
Argyris, Chris. (1991). Teaching Smart People How to Learn. Harvard Business Review, 69(3), 99–109.
Argyris, Chris., and Schön, Donald. (1996). Organizational learning II: theory, method, and practice. Reading: Addison-Wesley Publ.
Barley, Stephen R. (1986). Technology as an Occasion for Structuring: Evidence from Observations of CT Scanners and the Social Order of Radiology Departments. Administrative Science Quarterly, 31(1), 78–108.
Barley, Stephen R. (1990). The Alignment of Technology and Structure through Roles and Networks. Administrative Science Quarterly, 35(1), 61–103.
Brown, Malcolm., Mccormack, Mark., Reeves, Jamie., Brooks, D. Christopher., Grajek, Susan., Bali, Maha;… Horizon, Educause. (2020). 2020 EDUCAUSE Horizon Report TM Teaching and Learning Edition. Washington, DC: EDUCAUSE.
Bryan, Alexander., Ashford-Rowe, Kevin., Barajas-Murphy, Noreen., Dobbin, Gregory., Knott, Jessica., McCormack, Mark … Weber, Nicole. (2019). EDUCAUSE Horizon Report 2019 Higher Education Edition. Austin, Texas: EDUCAUSE.
Daudelin, Marilyn Wood. (1996). Learning from Experience Through Reflection. Organizational Dynamics, 24(3), 36-48.
De Déa Roglio, Karina. and Light, Gregory. (2009). Executive MBA Programs: The Development of the Reflective Executive. Academy of Management Learning y Education, 8(2), 156–173.
DeSanctis, Gerardine. and Poole, Marshall. (1994). Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory. Organization Science, 5(2), 121–147.
Dewey, John. (1938). Experience and education: the 60th anniversary edition. West Lafayette, Indiana: Kappa Delta Pi, 1998.
Ertmer, Peggy A., Ottenbreit-Leftwich, Anne T., Sadik, Olgun., Sendurur, Emine. and Sendurur, Polat. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2). Doi https://doi.org/10.1016/j.compedu.2012.02.001
Ertmer, Peggy A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
Ertmer, Peggy A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research and Development VO - 53, (4), 25.
Giddens, Anthony. (1984). The constitution of society: outline of the theory of structuration. Berkeley: University of California Press.
Goh, Joshua O. and Park, Denise C. (2009). Neuroplasticity and cognitive aging: The scaffolding theory of aging and cognition. Restorative Neurology and Neuroscience, 27(5), 391-403.
Graham, Sandra. and Nastasi, Bonnie. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Washington DC: American Phychological Association.
Henry, George William. (2009). An historical analysis of the development of thinking in the principal writings of Malcolm Knowles (PhD Thesis). Queensland University of Technology, Brisbane, Australia.
Iucu, Romiţă B., and Marin, Elena. (2014). Authentic Learning in Adult Education. Procedia - Social and Behavioral Sciences, 142, 410–415.
Johnson, Roger T., and Johnson, David W. (2008). Active Learning: Cooperation in the Classroom. The Annual Report of Educational Psychology in Japan. Recuperado de https://www.researchgate.net/publication/234568124_Active_Learning_Cooperation_in_the_College_Classroom
Knowles, Malcolm S. (1980). The Modern Practice of Adult Education; Andragogy versus Pedagogy: revised and updated. New York: Cambridge.
Koehler, Matthew J. and Mishra, Punya. (2009). What Is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Kolb, Alice Y. and Kolb, David A. (2011a). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). Recuperado de https://www.researchgate.net/publication/267974468_Experiential_Learning_Theory_A_Dynamic_Holistic_Approach_to_Management_Learning_Education_and_Development
Kolb, Alice Y. and Kolb, David A. (2011b). The Kolb Learning Style Inventory 4.0: Guide to Theory, Psychometrics, Research y Applications. Boston, MA: Hay Resources Direct.
Kolb, Alice Y. and Kolb, David Allen. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning y Education, 4(2), 193–212.
Kolb, David Allen. (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice-Hall.
LinkedIn. (2019). 2019 Workplace Learning Report. Learning Solutions. Recuperado de https://learning.linkedin.com/content/dam/me/business/en-us/amp/learning-solutions/images/workplace-learning-report-2019/pdf/workplace-learning-report-2019.pdf
Meyers, Chet;and Jones, Thomas B. (1993). Promoting Active Learning: Strategies for the College Classroom. The JosseyBass higher and adult education series. Jossey Bass Higher and Adult Education Series.
Nespor, Jan K. (1987). The Role of Beliefs in the Practice of Teaching: Final Report of the Teacher Beliefs Study. Journal of Curriculum Studies, 19(4), 317–328.
Pajares, M. Frank. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332.
Polanyi, Michael. (1966). The tacit dimension. Garden City, N.Y.: Doubleday y Company.
Puentedura, Ruben. (2010). SAMR and TPCK: intro to advanced practice. In SAMR, TPCK, and Educational Technology: Three Presentations (p. 48). Göteborg and Stockholm. Retrieved from http://www.hippasus.com/rrpweblog/archives/000049.html
Rachal, John R. (2002). Andragogy’s Detectives: A Critique of the Present and a Proposal for the Future. Adult Education Quarterly, 52(3), 210–227.
Schön, Donald. (1983). The reflective practitioner: how professionals think in action. United States of America: Basic Books.
Shulman, Lee S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Wiggins, Grant. (2011). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81–93.