Palabras clave
educational technology
management education
formación docente
tecnología educacional
formación de personas administradoras
formación docente
tecnología educacional
formación de personas administradoras
Cómo citar
Resumen
La transformación digital supone uno de los principales retos educativos globales, los cuales se han visto acelerados por diversas tendencias del entorno actual y recientemente, por la pandemia del COVID-19. Aunque se han analizado los factores que restringen y habilitan la integración de la tecnología en entornos virtuales y presenciales, esas investigaciones se han enfocado principalmente en la educación de la niñez y de la juventud, pero no de personas adultas. Mediante un análisis de la teoría naciente (propone respuestas tentativas a nuevas preguntas) y madura (presenta construcciones y modelos bien desarrollados) de la educación de personas ejecutivas y los modelos de integración de la tecnología, este ensayo científico procura desarrollar una teoría intermedia que cierre la brecha entre ambos campos del conocimiento. Este estudio propone que los modelos de integración de la tecnología activan la reflexión del profesorado de personas que desempeñan funciones ejecutivas y de dirección. Se concluye que modelos, tales como el TPACK y el SAMR facilitan la reformulación de los modelos mentales para integrar la tecnología en la práctica docente, porque la mera adición de dispositivos o plataformas virtuales no garantiza un adecuado proceso de enseñanza-aprendizaje.
Citas
Aiyegbayo, Olaojo. (2015). How and why academics do and do not use iPads for academic teaching? British Journal of Educational Technology, 46(6), 1324–1332. doi: https://doi.org/10.1111/bjet.12202
Aldunate, Roberto., y Nussbaum, Miguel. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519–524. doi: https://doi.org/10.1016/j.chb.2012.10.017
Anastopoulou, Stamatina., Sharples, Mike., y Baber, Chris. (2011). An evaluation of multimodal interactions with technology while learning science concepts. British Journal of Educational Technology, 42(2), 266–290. doi: https://doi.org/10.1111/j.1467-8535.2009.01017.x
Anderson, Lorin., y Krathwohl, David. (2001). A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom´s Taxonomy of Educational Objectives. New York, United States: Longman.
Arneson, Jessie., y Offerdahl, Erika. (2018). Visual Literacy in Bloom: Using Bloom’s Taxonomy to Support Visual Learning Skills. CBE Life Sciences Education, 17(1). doi: https://doi.org/10.1187/cbe.17-08-0178
Baran, Evrim., Canbazoglu Bilici., Sedef., Albayrak Sari, Aylin., y Tondeur, Jo. (2017). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology, 50(1). doi: https://doi.org/10.1111/bjet.12565
Bloom, Benjamín., Engelhart, Max., Furst, Edward., Hill, Walker., y Krathwohl, David. (1956). Taxonomy of educational objectives: the classification of educational goals. Michigan, United States: David McKay Company.
Brown, Malcom., McCormack, Mark., Reeves, Jamie., Brooks, Christopher., Grajek, Susan., Bali, Maha, … Weber, Nicole. (2020). 2020 EDUCAUSE Horizon Report TM Teaching and Learning Edition. Louisville: EDUCAUSE
Caird, Sally., y Lane, Andy. (2015). Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK. British Journal of Educational Technology, 46(1), 58–70. doi: https://doi.org/10.1111/bjet.12123
Campos, Roy. (2020). Integración de la tecnología audiovisual en la educación de personas ejecutivas: el profesorado reflexivo. Revista Actualidades Investigativas en Educación, 20(2), 1-31. doi: https://doi.org/10.15517/aie.v20i2.41645
Cejas León, Roberto., Navío Gámez, Antonio., y Barroso Osuna, Julio. (2016). Las competencias del profesorado universitario desde el modelo TPACK (Conocimiento Tecnológico y Pedagógico del Contenido). Pixel-Bit. Revista de Medios y Educación, (49), 105–119. Recuperado de https://www.redalyc.org/pdf/368/36846509008.pdf
Chang, Yahui., Jang, Syh-Jong., y Chen, Yang-Hsueh. (2015). Assessing university students’ perceptions of their Physics instructors’ TPACK development in two contexts. British Journal of Educational Technology, 46(6), 1236–1249. doi: https://doi.org/10.1111/bjet.12192
Churches, Andrew. (2009). Bloom’s Digital Taxonomy. Recuperado de http://burtonslifelearning.pbworks.com/f/BloomDigitalTaxonomy2001.pdf
Dale, Edgar. (1946). Audiovisual methods in teaching. New York, United States of America: Dryden Press.
Dwyer, Christopher., Hogan, Michael., y Stewart, Ian. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. doi: https://doi.org/10.1016/j.tsc.2013.12.004
Edmondson, Amy., y Mcmanus, Stacy. (2007). Methodological Fit In Management Field Research. Academy of Management Review, 32(4), 1155–1179. Recuperado de https://www.cebma.org/wp-content/uploads/Edmondson-and-McManus-2007-.pdf
Ertmer, Peggy., Ottenbreit-Leftwich, Anne., Sadik, Olgun., Sendurur, Emine., y Sendurur, Polat. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. doi: https://doi.org/10.1016/j.compedu.2012.02.001
Fadel, Charles., y Lemke, Cheryl. (2012). Multimodal Learning through Media. In: N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning. Boston, United States of America: Springer. doi: https://doi.org/10.1007/978-1-4419-1428-6_922
Gebre, Engida., Saroyan, Alenoush., y Bracewell, Robert. (2014). Students’ engagement in technology rich classrooms and its relationship to professors’ conceptions of effective teaching. British Journal of Educational Technology, 45(1), 83–96. doi: https://doi.org/10.1111/bjet.12001
Gilboy, Mary., Heinerichs, Scott., y Pazzaglia, Gina. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. doi: https://doi.org/10.1016/j.jneb.2014.08.008
Glover, Ian., Hepplestone, Stuart., Parkin, Helen., Rodger, Helen., y Irwin, Brian. (2016). Pedagogy first: Realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, 47(5), 993–1002. doi: https://doi.org/10.1111/bjet.12425
Graham, Charles. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. doi: https://doi.org/10.1016/j.compedu.2011.04.010
Grajek, Susan. (2020). Top 10 IT Issues 2020: The Drive to Digital Transformation Begins. Recuperado de https://er.educause.edu/articles/2020/1/top-10-it-issues-2020-the-drive-to-digital-transformation-begins
Hamilton, Ericka., Rosenberg, Joshua., y Akcaoglu, Mete. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends, 60, 443–441. doi: https://doi.org/10.1007/s11528-016-0091-y
Harris, Judith., Mishra, Punya., y Koehler, Matthew. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393-416. Recuperado de https://files.eric.ed.gov/fulltext/EJ844273.pdf
Hashim, Kamarul., Tan, Felix., y Rashid, Ammar. (2015). Adult learners’ intention to adopt mobile learning: A motivational perspective. British Journal of Educational Technology,46(2). doi: https://doi.org/10.1111/bjet.12148
Hilton, Jason. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68–73. doi: https://doi.org/10.1080/00377996.2015.1124376
Howard, Sarah., Chan, Amy., y Caputi, Peter. (2015). More than beliefs: Subject areas and teachers’ integration of laptops in secondary teaching. British Journal of Educational Technology, 46(2), 360–369. doi: https://doi.org/10.1111/bjet.12139
John, Surej. (2015). The integration of information technology in higher education: A study of faculty’s attitude towards IT adoption in the teaching process. Contaduría y Administración, 60(S1), 230–252. doi: http://dx.doi.org/10.1016/j.cya.2015.08.004
Koehler, Matthew., y Mishra, Punya. (2009). What Is Technological Pedagogical Content Knowledge ?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Recuperado de https://bit.ly/35tmDpF
Koffka, Kurt. (1935). Principles of Gestalt Psychology. New York, United States of America: Harcourt, Brace & Company, 1963.
Kolb, Alice., y Kolb, David. (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). London: Sage Publications.
Kolb, Alice., y Kolb, David. (2011b). The Kolb Learning Style Inventory 4.0: Guide to Theory, Psychometrics, Research & Applications. Boston, United States Of America: Hay Resources Direct.
Kolb, David. (2015). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). New Jersey, United States of America: Pearson Education, Inc. Recuperado de https://bit.ly/2IxN4RW
Kopcha, Theodore., Rieber, Lloyd., y Walker, Brandy. (2016). Understanding university faculty perceptions about innovation in teaching and technology. British Journal of Educational Technology, 47(5), 945–957. doi: https://doi.org/10.1111/bjet.12361
Kotrlik, Joe., y Redmann, Donna. (2005). Extent of Technology Integration in Instruction by Adult Basic Education Teachers. Adult Education Quarterly, 55(3), 200–219. doi: https://doi.org/10.1177/0741713605274630
Krathwohl, David. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. Recuperado https://www.depauw.edu/files/resources/krathwohl.pdf
Lee, Chia-Jung., y Kim, ChanMin. (2014). The Second Prototype of the Development of a Technological Pedagogical Content Knowledge Based Instructional Design Model: An Implementation Study in a Technology Integration Course. Contemporary Issues in Technology and Teacher Education, 14(3), 297-326. Recuperado de https://www.learntechlib.org/primary/p/114339/
Lindsay, Lucie. (2016). Transformation of teacher practice using mobile technology with one-to-one classes: M-learning pedagogical approaches. British Journal of Educational Technology, 47(5), 883–892. doi: https://doi.org/10.1111/bjet.12265
López García, Juan Carlos. (2015). SAMR, modelo para integrar las TIC en procesos educativos. Recuperado de http://eduteka.icesi.edu.co/articulos/samr
Martin, Florence., y Ertzberger, Jeffrey. (2016). Effects of reflection type in the here and now mobile learning environment. British Journal of Educational Technology, 47(5), 932–944. doi: https://doi.org/10.1111/bjet.12327
McClure, Paul. (2018). “You’re Fired,” Says the Robot: The Rise of Automation in the Workplace, Technophobes, and Fears of Unemployment. Social Science Computer Review, 36(2), 139–156. doi: https://doi.org/10.1177/0894439317698637
Miller, Christine. (2019). Leading Digital Transformation in Higher Education: a toolkit for technology leaders. Pennsylvania, United States of America: IGI Global.
Mishra, Punya., y Koehler, Matthew. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research,– 32, 131-152. doi: https://doi.org/10.2190%2F0EW7-01WB-BKHL-QDYV
Mishra, Punya., y Koehler, Matthew. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Recuperado de https://bit.ly/36NLynp
Polanyi, Michael. (1966). The tacit dimension. New York, United States of America: Doubleday & Company.
Puentedura, Ruben. (2006). Transformation, Technology, and Education [Diapositiva de Pover Point]. Recuperado de http://hippasus.com/resources/tte/
Puentedura, Ruben. (8 de diciembre, 2010). SAMR, TPCK, and Educational Technology: Three Presentations [Diapositiva de Pover Point]. Recuperado de http://www.hippasus.com/rrpweblog/archives/000049.html
Puentedura, Ruben. (11 de diciembre, 2014). SAMR and TPCK: A Hands-On Approach to Classroom Practice [Diapositiva de Pover Point]. Recuperado de http://www.hippasus.com/rrpweblog/archives/000140.html
Scott, Karen. (2013). Does a university teacher need to change e-learning beliefs and practices when using a social networking site? A longitudinal case study. British Journal of Educational Technology, 44(4), 571–580. doi: https://doi.org/10.1111/bjet.12072
Shulman, Lee. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi: https://doi.org/10.3102%2F0013189X015002004
Sousa, David. (2015). How the brain learns (5th ed.). United States of America: Corwin Books.
Spector, J. Michael., Elen, Jan., Merrill, M. David., y Bishop, M. J. (Eds.). (2014). Handbook of research on educational communications and technology (4th ed.). New York, United States of America: Springer.
Tarling, Isabel., y Ng’ambi, Dick. (2016). Teachers pedagogical change framework: a diagnostic tool for changing teachers’ uses of emerging technologies. British Journal of Educational Technology, 47(3), 554–572. doi: https://doi.org/10.1111/bjet.12454
Verpoorten, Dominique., Westera, Wim., y Specht, Marcus. (2012). Using reflection triggers while learning in an online course. British Journal of Educational Technology, 43(6), 1030–1040. doi: https://doi.org/10.1111/j.1467-8535.2011.01257.x
Wagemans, Johan., Elder, James., Kubovy, Michael., Palmer, Stephen., Peterson, Mary., Singh, Manish., y von der Heydt, Rüdiger. (2012a). A century of Gestalt psychology in visual perception: I. Perceptual grouping and figure-ground organization. Psychological Bulletin, 138(6),1172-1217. doi: https://doi.org/10.1037/a0029333
Wagemans, Johan., Feldman, Jacob., Gepshtein, Sergei., Kimchi, Ruth., Pomerantz, James., Van der Helm, Peter., y Van Leeuwen, Cees. (2012b). A century of Gestalt psychology in visual perception: II. Conceptual and theoretical foundations. Psychological Bulletin,136(6),1218-1252. doi: https://doi.org/10.1037/a0029334
Wang, Jun., Wei, Wei., Ding, Liting., y Li, Junpeng. (2017). Method for analyzing the knowledge collaboration effect of R&D project teams based on Bloom’s taxonomy. Computers & Industrial Engineering, 103, 158–167. doi: https://doi.org/10.1016/j.cie.2016.11.010