Repensar la relación entre las TIC y la enseñanza universitaria: Problemas y soluciones

Autores/as

  • Rosa Mª Rodríguez Izquierdo Universidad Pablo de Olavide (UPO)

Palabras clave:

Tecnologías de la Información y la Comunicación (TIC), sistemas de enseñanza y aprendizaje, sociedad del aprendizaje, docencia universitaria

Resumen

El aula del siglo XXI no se limita en absoluto a un aula física. Debido a la creciente proliferación de las tecnologías de la educación y el reconocimi ento de la importancia de la alfabetización tecnológica en múltiples contextos, las universidades están ampliando la instrucción más allá de las paredes y de las aulas tradicionales. Los nuevos métodos docentes con apoyo TIC tienen posibilidades de responder a una variedad enorme de estilos y necesidades de los estudiantes. Al
igual que con cualquier tecnología, sin embargo, el uso de la oferta de cursos basados en tecnología o apoyados por estas, conlleva un conjunto de retos que podría restringir el acceso a la educación
superior en lugar de aumentarlo. Se pueden tomar medidas, sin embargo, para reducir la posibilidad de problemas y aumentar las oportunidades para el éxito de los estudiantes.


Citas

Al-Jarf, R. S. (2004b). Differential effects of online instruction on a variety of EFL classes. Paper presented at 3rd Asia CALL: Perspectives on Computers in Language Learning, Penang, Malaysia.

Aycock, A., Gamham, C. & Kaleta, R. (2002). Lessons teamed from the hybrid course project. Teaching with Technology Today. 8(6). Disponible en: http://www.uwsa.edu/ttt/articles/garnham2.htm

Barnes, K., Marateo, R.C., & Ferris, S.P. (2007). Teaching and learning with the net generation. Innovate: Journal of Online Education, 3(4).

Barone, C. (2001). Conditions for transformation: Infrastructure is not the issue. Educause Review, 36(3), 41–47.

Biggs, J. (2004). Teaching for quality learning at university. Londres: Open University Press.

Campbell, N. (2007). Bringing ESL students out of their shells: Enhancing participation through online discussion. Business Communication Quarterly. 70 (1), 37-43.

Dondi, C; Haywood, D., Lowyck, J., Mancinelli, E, Proost, K. (2004) (col.). Percepciones de los estudiantes sobre la relevancia de las TIC para estudios universitarios En Sangrà, A. y González Sanmamed, M. (Coord.). La transformación de las universidades a través de las TIC: discursos y

prácticas. Barcelona: Editorial UOC. 99-114.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.

Finley, L., & Hartman, D. (2004). Institutional change and resistance: Teacher preparatory faculty and technology integration. Journal of Technology and Teacher Education, 12, 319–337.

Gaverly, D. C, Nicholson, S. A., & Radcliffe, R. (2004). The effectiveness of strategic reading instruction for college developmental readers. The Journal of College Reading & Learning. 35 (1), 25 - 49.

Irvine, T. (2006). Hybrid works best: Looking to professional research to understand why and how hybrid classes best foster basic skills development. NC: Johnston Community College, Smithfield. http://www.mymathlab.com/redesign_ppts/jcc.ppt [Consulta: 14/08/2006]

Joint Information Systems Committee (JISC). (2007). Student expectations study: Key findings from online research and discussion evenings held in June 2007. http://www.jisc.ac.uk/publications/publications/studentexpectations.aspx [Consulta: 25/04/20068]

Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S., et al. (2007). The next generation are not big users of Web 2.0 technologies: Preliminary findings. Paper presented at the ASCILITE 2007 Conference – ICT: Providing Choices for Learners and Learning, Singapore.

Kurthen, il., & Smith, G. G. (2005/2006). Hybrid online face-to-face teaching: When is it an efficient learning tool? International Journal of Learning, 12(51), 237-245.

Laurillard, D. (2002). Rethinking university teaching, a conversational framework for the effective use of learning technologies. London: Routledge Falmer.

Lei, J. (2009). Digital natives and preservice teachers; What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.

Liu, S., Gomez, J., Khan, B., & Yen, C. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on E-Learning, 6(4), 519-542.

Maffett, S. P. (2007). Education at a distance: Community colleges implement distance learning to reach developmental learners. Community College Journal, 34-39.

Mishra, P. y Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Online Computer Library Center and De Rosa, C. (2006). College Students’ Perceptions of Libraries and Information Resources: A Report to the OCLC Membership. Dublin, Ohio: OCLC. Disponible en:

http://www.oclc.org/reports/2005perceptions.htm [Consulta: 28/09/2006]

Nash, R. D. (2005). Course completion rates among distance learners: Identifying possible methods to improve retention. Online Journal of Distance Learning Administration, 8(4). Disponible en: http://www.westga.edu/-distance/ojdla

Owen, P. S. & Demb, A. (2004). Change dynamics and leadership in technology implementation. Journal of Higher Education, 75, 636-666.

Payne. M. (2002, March). Why we tanked. ¡TC News, 2.

Pavia, C. M. (2004). Issues of attitude and access: A case study of basic writers in a computer classroom. Journal of Basic Writing, 23 (2) 4-22.

Prensky, M. (2001, September/October). Digital natives, digital immigrants. On the Horizon. 9(5), 1-6.

Rodríguez Izquierdo, R. Mª. (2000). Aprendizaje basado en la actividad del alumnado en la formación inicial del profesorado. Algunas reflexiones y sugerencias desde los retos de la sociedad del conocimiento. Actas del Congreso Internacional sobre “Docencia Universitaria e Innovación”.

Barcelona.

Rodríguez Izquierdo, R. Mª. (2010). El impacto de las TIC en la transformación de la enseñanza universitaria: Repensar los modelos de enseñanza y aprendizaje. TESI (Teoría de la Educación. Educación y Cultura en la Sociedad de la Información), 11(3), 32-68.

Seale, J. (Ed.) (2003). Enthusiastic implementation: setting the scene for evolution and revolution. En J. Seale (Ed.), Learning technology in transition, from individual enthusiast to institutional implementation. Lisse-Netherlands: Swets and Zeitlinger.

Selwyn, N. (2003). Why students do (and do not) make use of ICT in university. Paper presented at the Finding Common Ground: IT Education, Dearing and Democracy in the Information Society conference, Leeds University.

Selwyn, N. (2007). The use of computer technology in university teaching and learning: a critical perspective. Journal of Computer Assisted Learning, 23, 83-94.

Selwyn, N., Marriott, N., & Marriott, P. (2000). Net gains or net pains? Business students’ use of the Internet. Higher Education Quarterly, 54(2), 166–186.

Stine, L. (2004). The best of both worlds: Teaching basic writers in class and online. Journal of Basic Writing, 23(2), 49-69.

Tinto, V. (2008). Access without support is not opportunity. Inside Higher Ed. Disponible en: http://insidehighcred.com/views/2008/06/09/tinto [Consulta: 19/10/2008]

Twigg, C. A. (1999). Improving learning & reducing costs: Redesigning large-enrollment courses. Disponible en: http://thencat.org/onographs/mono1.pdf [Consulta: 26/10/2007]

Vaidhyanathan. Siva. (2008). Generational myth: Not all young people are tech-savvy. Chronicle of Higher Education. Disponible en: http://chroniclc.com/weekly/v55/i04/04b00701.htm

Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students´ perspective. Internet & Higher Education, 9(2), 107-115.

Welker, J., & Berardino, L. (2005-2006). Blended learning: Understanding the middle ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34(1), 33-55.

Descargas