La tecnología como inclusión educativa de la diversidad cultural: transformando prácticas informales de educación en los Estados Unidos

Autores/as

  • Margarita Machado-Casas Universidad de Texas en San Antonio, Estados Unidos
  • Iliana Alanis The University of Texas at San Antonio
  • Elsa Ruiz

DOI:

https://doi.org/10.7179/PSRI_2017.29.04

Palabras clave:

auto-narrativas digitales, cuento digital, BTCs, clase mágica, pedagogía narrativa, alfabetización digital

Resumen

Este estudio analiza el impacto del uso de tecnología digital para reforzar los logros académicos de niños marginados exponiéndolos a determinados avances tecnológicos. Se analiza el uso de auto-narrativas digitales como pedagogía de transformación social, concretamente el impacto de la Clase Mágica (LCM) en un Centro escolar de Tejas (EEUU), con una alta población estudiantil de hispanos. La Clase Mágica es un proyecto extraescolar basado en la tecnología, diseñado para fomentar el logro académico de los estudiantes bilingües latinos que asisten a escuelas primarias, en particular en las áreas de bilingüismo, lectoescritura bilingüe y tecnología. En la experiencia participaron 20 Candidatos a Maestros Bilingües (Bilingual Teacher Candidate, BTCs ) quienes establecieron una relación con otros tantos alumnos de primaria, constituyéndose parejas de adulto-niño que se denominaron amigo/as y amiguitos/as. A lo largo de un periodo de 18 meses se aplicó una metodología cualitativa para la recogida y análisis de los datos, basada en auto-narrativas digitales, apuntes digitales de campo y transcripciones de las discusiones en las clases, para identificar temas, patrones y relaciones destacados, así como el tipo de tecnología utilizada. Los hallazgos de la investigación indican una necesidad por parte de los futuros maestros de involucrarse en un aprendizaje mediado por la tecnología con el fin de desarrollar un entendimiento práctico sobre la integración de la tecnología. Los resultados de esta investigación ofrecen un entendimiento adicional acerca de la dirección que deben tomar los programas de formación de maestros para servir mejor a los candidatos a maestros bilingües en su experiencia educativa con el fin de convertirse en maestros tecnológicamente competentes y preparados para cumplir con las necesidades de una población escolar lingüística y culturalmente diversa.

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Biografía del autor/a

Margarita Machado-Casas , Universidad de Texas en San Antonio, Estados Unidos

 


 

Citas

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Publicado

2016-12-23