DÉFIS POUR L’ÉLABORATION DE NOUVELLES PÉDAGOGIES BASÉES SUR LES TECHNOLOGIES DIGITALES

Malgré l’augmentation des investissements en technologie en Amérique latine, il y a encore peu de connaissances à propos de l’intégration des dispositifs mobiles dans les pratiques éducatives. Le but de cet article est d’analyser l’accès, la perception de l’utilité, la fréquence de l´utilisation dans la pratique pre professionnelle des ordinateurs portables, distribués gratuitement aux étudiants de pédagogie en Uruguay, dans le cadre du plan Ceibal. Une méthodologie mixte de recherche comprenant une enquête auprès de 385 étudiants et 15 entretiens en profondeur a été adoptée. Les résultats révèlent que l’utilisation pédagogique des ordinateurs portables reste très insuffisante posant d’importants défis pour les nouvelles pédagogies. Pour la plupart des participants, en effet, l’utilisation des ordinateurs portables s’encadre dans des approches pédagogiques traditionnelles.

ORDINATEURS PORTABLES; TECHNOLOGIE NUMÉRIQUE; FORMATION DES ENSEIGNANTS; PRATIQUE PÉDAGOGIQUE

Authorship

Eduardo Rodríguez Zidán

Universidad ORT Uruguay, Montevideo, Uruguay; rodriguez_ce@ort.edu.uyUniversidad ORT UruguayUruguayMontevideo, UruguayUniversidad ORT Uruguay, Montevideo, Uruguay; rodriguez_ce@ort.edu.uy

https://orcid.org/0000-0002-6437-578X

Carmen Yot

Universidad de Sevilla, Sevilla, España; carmenyot@us.esUniversidad de SevillaSpainSevilla, SpainUniversidad de Sevilla, Sevilla, España; carmenyot@us.es

https://orcid.org/0000-0001-9447-8993

Claudia Cabrera

Universidad ORT Uruguay, Montevideo, Uruguay; claudiaanahi@gmail.comUniversidad ORT UruguayUruguayMontevideo, UruguayUniversidad ORT Uruguay, Montevideo, Uruguay; claudiaanahi@gmail.com

https://orcid.org/0000-0002-1419-6791

Juan Pablo Zorrilla Salgador

Universidad ORT Uruguay, Montevideo, Uruguay; juanpablozorrilla@gmail.comUniversidad ORT UruguayUruguayMontevideo, UruguayUniversidad ORT Uruguay, Montevideo, Uruguay; juanpablozorrilla@gmail.com

https://orcid.org/0000-0001-9786-6457

Javier Grilli Silva

Ce.R.P del Litoral, CFE, ANEP, Salto, Uruguay; javigrill@hotmail.comANEPUruguaySalto, UruguayCe.R.P del Litoral, CFE, ANEP, Salto, Uruguay; javigrill@hotmail.com

https://orcid.org/0000-0002-6690-1659

Translated by Marina Melani^VI VI Universidad ORT Uruguay, Montevideo, Uruguay; https://orcid.org/0000-0002-4533-4026; marinamelani.r@gmail.com.

VI
Universidad ORT Uruguay, Montevideo, Uruguay; https://orcid.org/0000-0002-4533-4026; marinamelani.r@gmail.com.

NOTE

The authors declare equity in the process of developing the article. The authors E.R.Z., C.Y., C.C., J.P.Z.S., participated in equal conditions in the elaboration of the methodological design, construction of the theoretical framework and discussion of results. J.G.S. collaborated in the qualitative analysis of the results and in the discussion of the conclusions.

SCIMAGO INSTITUTIONS RANKINGS

Universidad ORT Uruguay, Montevideo, Uruguay; rodriguez_ce@ort.edu.uyUniversidad ORT UruguayUruguayMontevideo, UruguayUniversidad ORT Uruguay, Montevideo, Uruguay; rodriguez_ce@ort.edu.uy

Universidad de Sevilla, Sevilla, España; carmenyot@us.esUniversidad de SevillaSpainSevilla, SpainUniversidad de Sevilla, Sevilla, España; carmenyot@us.es

Universidad ORT Uruguay, Montevideo, Uruguay; claudiaanahi@gmail.comUniversidad ORT UruguayUruguayMontevideo, UruguayUniversidad ORT Uruguay, Montevideo, Uruguay; claudiaanahi@gmail.com

Universidad ORT Uruguay, Montevideo, Uruguay; juanpablozorrilla@gmail.comUniversidad ORT UruguayUruguayMontevideo, UruguayUniversidad ORT Uruguay, Montevideo, Uruguay; juanpablozorrilla@gmail.com

Ce.R.P del Litoral, CFE, ANEP, Salto, Uruguay; javigrill@hotmail.comANEPUruguaySalto, UruguayCe.R.P del Litoral, CFE, ANEP, Salto, Uruguay; javigrill@hotmail.com

Figures | Tables

Figures (2)
Tables (8)

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GRAPH 1
TESTIMONIES FROM THE INTERVIEWED TEACHERS

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GRAPH 2
EXAMPLES OF BEST PRACTICES THAT INCORPORATE ICT ACCORDING TO THE TEACHERS

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TABLE 1
VARIABLES THAT CHARACTERISE THE STUDY POPULATION

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TABLE 2
POPULATION OF THE INVESTIGATION TO WHICH INTERVIEWS WHERE APPLIED

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TABLE 3
DIMENSIONS, VARIABLES AND TYPES OF QUESTIONS OF THE APPLIED INSTRUMENT

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TABLE 4
LEVELS OF RELIABILITY OF THE MEASUREMENT SCALES USED

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TABLE 5
SCRIPT FOR THE INTERVIEW, DIMENSIONS AND CONCEPTUAL REFERENCES

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TABLE 6
ACCESS TO DIGITAL TECHNOLOGIES AND MOBILE DEVICES (%)

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TABLE 7
FREQUENCY OF USE OF THE LAPTOP ACCORDING TO THE TRAINING FACILITY (%)

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TABLE 8
TESTIMONIES FROM THE DIDACTICS’ TEACHERS ABOUT THE USE OF TECHNOLOGIES

GRAPH 1 TESTIMONIES FROM THE INTERVIEWED TEACHERS

Source: Authors’ elaboration.

GRAPH 2 EXAMPLES OF BEST PRACTICES THAT INCORPORATE ICT ACCORDING TO THE TEACHERS

Source: Authors’ elaboration.

TABLE 1 VARIABLES THAT CHARACTERISE THE STUDY POPULATION

VARIABLE	FREQUENCY	PERCENTAGE
Gender
Feminine	281	73%
Masculine	104	27%
Modality
Blended learning	126	32,7%
Face-to-face	259	67,3%
Speciality
Humanities	202	52,5%
Science	170	44,2%
Number of observations	385	-

Source: Authors’ elaboration.

TABLE 2 POPULATION OF THE INVESTIGATION TO WHICH INTERVIEWS WHERE APPLIED

ACTORS	MODALITY OF THE COURSE	SPECIALITIES OR POSITION	CODES	NUMBER OF INTERVIEWS
Manager - Informatics	--------	Member of the department of digital technologies at the CFE*	GTT	3
Manager - coordinator**	--------	Natural Science	GCN
Manager - coordinator**	--------	Social Science	GCS
Didactics teachers	Face-to-face	History	PDHP	8
		Sociology	PDSP
		Chemistry	PDQP
		Biology	PDBP
	Blended Learning	Chemistry	PDQSP
		Mathematics	PDMSP
		Biology	PDBSP
		Drawing	GTT
Student teachers	Face-to-face	Chemistry	GCN	4
	Face-to-face	History	GCS
	Blended Learning	Mathematics	PDHP
	Blended Learning	Biology	PDSP

*Commission designed by the Education Training Council, in charge of the promotion of the use of digital technologies in the training of teachers in Uruguay.
**Academic coordinators of the respective training degree areas.
Source: Authors’ elaboration.

TABLE 3 DIMENSIONS, VARIABLES AND TYPES OF QUESTIONS OF THE APPLIED INSTRUMENT

DIMENSION	DESCRIPTION OF THE VARIABLES	ITEMS	TYPES OF QUESTIONS
Sociodemographic	Gender and Age	1-2 y 6	Polytomous and quantitative
Academic	Entry year, current level of study, specialty and modality of the course.	3-5 y 7-8	Dichotomous, polytomous and multiple answers.
ICT Access	Access to different type of digital resources, Access to Internet, Type of Connection and Support.	9-17	Likert Scale
Use of laptops in the educational centre and in the practice centre.	Access and frequency of use of laptops in the educational centre and in the pre-professional practice centre.	18-26 y 29	Likert Scale
Use of laptops outside the educational centre.	Access and frequency of use of laptops outside the educational centre and the pre-professional practice.	30-37 y 40-42	Likert Scale
Self-perception of the educational change as of the use of laptops.	Self-perception of the educational change based on mobile devices and best practice accounts of pedagogical use of mobile devices.	27-28 y 38-39 y 43-45	Open Questions

Source: Authors’ elaboration.

TABLE 4 LEVELS OF RELIABILITY OF THE MEASUREMENT SCALES USED

SCALES	N	CRONBACH’S ALPHA	DECISION*
Scale to measure the frequency of use of laptops in the classroom of the educational centre.	299	0.863	Very Good
Scale to measure type of activities performed with the laptop in the educational centre.	296	0.834	Very Good
Scale to measure type of activities performed with the laptop outside the educational centre.	292	0.929	Excellent

*The interpretative criterion suggested by Jisu, Delorme and Reid (2006) is applied, who recommends that for confirmatory studies the value must be higher to the value of 0.80.
Source: Authors’ elaboration.

TABLE 5 SCRIPT FOR THE INTERVIEW, DIMENSIONS AND CONCEPTUAL REFERENCES

DIMENSION OF THE ANALYSIS	CATEGORIES	SCRIPT (QUESTIONS)	CONCEPTUAL REFERENCES
The use of laptops in teaching practices	In the teacher training degree	Question for Didactics teachers: Do you observe differences between the use of mobile devices in the classes from the teacher training degree and the teaching practices?	Castañeda, Esteve and Adell (2018CASTAÑEDA, Linda; ESTEVE, Francesc; ADELL, Jordi. ¿Por qué es necesario repensar la competencia docente para el mundo digital? RED. Revista de Educación a Distancia, n. 56, p. 1-20, 2018. ); Cobo (2016COBO, Cristóbal. La innovación pendiente: reflexiones (y provocaciones) sobre educación, tecnología y conocimiento. Colección Fundación Ceibal/Debate: Montevideo, 2016. ); Aslan and Zhu (2015ASLAN, Aydm; ZHU, Chang. Pre-Service Teachers’ Perceptions of ICT Integration in Teacher Education in Turkey. TOJET: The Turkish Online Journal of Educational Technology, v. 14, n. 3, p. 97-110, 2015. ); Kalonde and Mousa (2016KALONDE, Gilbert; MOUSA, Rabab. Technology familiarization to preservice teachers: factors that influence teacher educators’ technology decisions. Journal of Educational Technology Systems, v. 45, n. 2, p. 236-255, 2016. ); Aesaert, Tondeur and Siddiq (2018AESAERT, Koen; TONDEUR, Jo; SIDDIQ, Fazilat. Pre-service teachers’ technology competences: do teacher training strategies matter?. Conference: American Educational Research Association (AERA) 2018. At New York (US). Projects-Preparing future teachers for ICT integration in education. April 2018. )
	In the teaching practices in secondary education
Guidance for the pedagogical use of laptops	Offered by the didactics teachers	Question for managers: Do you know experiences in which didactics teachers guide future educators regarding how to use the ceibalitas to favour learning? Could you narrate some that you consider valuable and explain why you consider it so? Question for Didactics teachers: Do you believe it is necessary to offer guidance to future educators regarding how to use ceibalitas to favour learning? Question for students: Do you consider to have received didactic guidance on how to use ceibalitas to favour learning? In case the answer is yes, have you implemented in such experiences? Could you narrate any that you consider valuable and explain why you consider it so?	Castañeda, Esteve and Adell (2018CASTAÑEDA, Linda; ESTEVE, Francesc; ADELL, Jordi. ¿Por qué es necesario repensar la competencia docente para el mundo digital? RED. Revista de Educación a Distancia, n. 56, p. 1-20, 2018.) Aesaert, Tondeur and Siddiq (2018AESAERT, Koen; TONDEUR, Jo; SIDDIQ, Fazilat. Pre-service teachers’ technology competences: do teacher training strategies matter?. Conference: American Educational Research Association (AERA) 2018. At New York (US). Projects-Preparing future teachers for ICT integration in education. April 2018.) Vaillant (2013VAILLANT, Denise. Integración de TIC en los sistemas de formación docente inicial y continua para la educación básica en América Latina. Buenos Aires, Argentina: UNICEF, 2013.) Cabero and Romero (2010CABERO, Julio Almenara; ROMERO, Rosalía Tena. Análisis de buenas prácticas del e-learning en las universidades andaluzas. TESI, v. 11, n. 3, p. 283-309, 2010.)
	Asked by the future teachers
Activities implemented with the laptops		Question for Didactics teachers: Have your students implemented teaching experiences that involve the mediation with mobile devices? In case the answer is yes, narrate some experience that you consider valuable and explain why you consider it so. What type of activities linked to mobile devices do your student teachers propose in their teaching practices? Question for students: do you propose activities to your students that involve mobile devices? What type of activities do you propose?	Marcelo, Yot and Mayor (2011MARCELO, Carlos, YOT, Carmen; MAYOR, Cristina. “Alacena”: repositorio de diseños de aprendizaje para la enseñanza universitaria. Comunicar, v. 19, n. 37, p. 37-44, 2011.) Fullan and Quinn (2017FULLAN, Michael; QUINN, Joanne. Coherencia: los impulsores correctos en acción para escuelas, distritos y sistemas. Montevideo, Red Global de Aprendizajes, Ceibal, 2017.)
Best practices that include laptops	In the teacher training degree	Question for Didactics teachers and students: to your understanding, what characteristics must have best practices that involve mobile devices to favour learning have?	De Pablos and Jiménez (2007) Maggio (2014MAGGIO, Mariana; LION, Carina; PEROSI, María. Las prácticas de la enseñanza recreadas en los escenarios de alta disposición tecnológica. Polifonías Revista de Educación, Año III, n. 5, p. 101-127, 2014.)
	In the teaching practice in secondary education

Source: Authors’ elaboration.

TABLE 6 ACCESS TO DIGITAL TECHNOLOGIES AND MOBILE DEVICES (%)

ITEM	YES	NO
Personal laptop	90.4	9.6
Laptop delivered by Plan Ceibal	83.2	16.8
Internet connection in the educational centre.	87.3	12.7
Internet connection in the highschool or training centre for pre-professional practices.	77.0	23.0
Internet connection at home.	93.5	6.5
Mobile Internet connection (monthly contract)	79.3	20.7
Pay as you go Internet connection (prepaid)	19.6	81.4
Standard Mobile Phone	39.8	61,2
Smartphone	72.1	27.9
Uses laptops in the Educational Centre.	49.8	50.2
Does the given laptop work correctly?	55.0	45.0
Do you consider that the use of digital technologies has improved your way of learning?	85.0	15.0
Do you consider that the use of laptops has improved your way of learning?	54.0	46.0

Source: Authors’ elaboration

TABLE 7 FREQUENCY OF USE OF THE LAPTOP ACCORDING TO THE TRAINING FACILITY (%)

ITEM	ALMOST NEVER OR NEVER	AT LEAST ONCE A MONTH	AT LEAST ONCE A WEEK	IN EVERY CLASS OR ALMOST EVERY CLASS	INDICATOR
Classrooms used for subjects from the teacher training degree.	42.5	11.6	21.3	24.6	45.9
Classrooms belonging to NFPC*	50.7	12.0	24.0	13.3	37.3
Classrooms used for Didactics and Teaching Practices	44.1	13.0	23.4	19.4	42.8

*Space for pedagogy training, educational sciences, research in education, philosophy and psychology.
Source: Authors’ elaboration.

TABLE 8 TESTIMONIES FROM THE DIDACTICS’ TEACHERS ABOUT THE USE OF TECHNOLOGIES

TRAINING MODALITY	GUIDANCE GIVEN BY THE TEACHERS
TRAINING MODALITY	CHARACTERISTICS OF THE GUIDANCE	IDENTIFICATION OF THEIR NEED	EXAMPLES OF GIVEN GUIDANCE
Face-to-face	It needs to be something that really helps me in life, mind-opener and not limited to something too specific […].	I think that that is done, and it needs to be done, undoubtedly. […] Teachers need to feel confident about what they are doing. They need to feel free… and not scared about the resource they are using.	If they do not have internet access in the classroom, let it be a work tool for the outside. Technology should not be disregarded because of the obstacles that one faces when trying to use it.
Blended Learning	We didactics’ teachers have been changing the syllabi, or at least we have been trying to incorporate the new technologies… we have been training ourselves in that matter to know how to respond to the need.	A novice teacher needs guidance […]; they usually get a bit confused in the use of the informatics tool because they are not used to it.	Specific guidance, for example, regarding the didactics sequence and the organisation of the thinking, when mobile devices are included in the lesson plans.

Source: Authors’ elaboration.

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DÉFIS POUR L’ÉLABORATION DE NOUVELLES PÉDAGOGIES BASÉES SUR LES TECHNOLOGIES DIGITALES

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[1] Translated by Marina Melani^VI VI Universidad ORT Uruguay, Montevideo, Uruguay; https://orcid.org/0000-0002-4533-4026; marinamelani.r@gmail.com.