Modelos para la integración pedagógica de las tecnologías de la información y la comunicación: una revisión de la literatura

Sosa, Olga González; Manzuoli, Cristina Hennig

doi:10.1590/S0104-40362018002701720

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Articles • Ensaio: aval. pol. públ. educ. 27 (102) • Jan-Mar 2019 • https://doi.org/10.1590/S0104-40362018002701720 copiar

Modelos para la integración pedagógica de las tecnologías de la información y la comunicación: una revisión de la literatura

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

La educación era, es y seguirá siendo un campo lleno de preguntas: ¿por qué enseñar? ¿Qué enseñar? ¿Cómo enseñar? ¿Qué, cómo y cuándo evaluar? Además, si bien las mismas preguntas persisten, las respuestas a ellas no. Son dinámicos y se transforman de acuerdo con las demandas de la familia, la empresa y las políticas del gobierno. Para abordar estas consideraciones, este artículo tiene como objetivo presentar los resultados de la investigación en la literatura de las últimas dos décadas sobre los elementos que caracterizan un modelo pedagógico y que se han tenido en cuenta en las exploraciones con respecto a la integración educativa de las tecnologías de información y comunicación e identificar las lagunas para futuras investigaciones. Los resultados muestran que solo el 11% de la literatura consultada aborda las cuatro preguntas enumeradas anteriormente. y se concluye sobre la necesidad de profundizar en los factores que inciden en el éxito de los cambios que se introducen en la escuela, que buscan generar procesos de transformación educativa, desde una perspectiva holística.

Docencia; Modelos educativos; Tendencias pedagógicas; Currículo; Evaluación

Database	Keywords	Articles meeting the criteria	Filter		Articles meeting the filter criteria

					2017-2012	2011-2006	2005-2000	1999-1994	TOTAL
Scopus	ICT Integration model	853	Article/ Social	Number published:	142	102	21	3	268
Scopus	ICT Integration model	853	Article/ Social	Number selected: 20%	28	20	4	1	54
JSTOR	ICT Integration model AND learning AND teaching	324	Education: primary, middle, high ICT	Number published	45	88	48	4	185
JSTOR	ICT Integration model AND learning AND teaching	324	Education: primary, middle, high ICT	Number Selected: 20%	9	18	10	1	37
ProQuest	ICT Integration model AND learning AND teaching	2,220	Primary teaching methods innovations models	Number published	123	60	8	0	191
ProQuest	ICT Integration model AND learning AND teaching	2,220	Primary teaching methods innovations models	Number selected: 20%	25	12	2	0	38

	Total	3,397		∑ 20%	62	50	15	1	129

TPACK model

Theory of diffusion

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https://doi.org/10.5815/ijmecs.2017.01.0... .

Teacher is in charge of planning and designing learning activities

Student is at the centre of the educational process and is responsible for his or her own learning

Koh et al., 2013KOH, J. H. et al. Understanding the relationship between singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation and Accountability, v. 25, n. 4, p. 321-39, 2013. https://doi.org/10.1007/s11092-013-9165-y.
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Nyagowa, 2014NYAGOWA, H. O. The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-schools in kenya. Information Development, v. 30, n. 3, p. 235-46, 2014. https://doi.org/10.1177/0266666913489698
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Global curricula based on standard guidelines

Flexible curricula: core educational experiences

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[1] Informações das autoras

Olga González Sosa: Professora do Centro de Tecnologías para la academia da Universidad de La Sabana. Contato: olgagonso@unisabana.edu.co

Cristina Hennig Manzuoli: Professora do Centro de Tecnologías para la academia da Universidad de La Sabana. Contato: cristinahm@unisabana.edu.co