This is an outdated version published on 2023-04-10. Read the most recent version.

La integración efectiva de las TIC en el proceso de enseñanza y aprendizaje en la educación superior: El papel del conocimiento y uso académico de los docentes.

Authors

William Mauricio Rojas Contreras
Universidad de Pamplona
https://orcid.org/0000-0002-9055-5792
Dennis Contreras
Universidad de Pamplona
https://orcid.org/0000-0001-5492-6923
Ailin Orjuela Duarte
Universidad de Pamplona
https://orcid.org/0000-0002-8752-9569

Keywords:

Integración, Enseñanza, Aprendizaje, Universidad

Synopsis

La presente investigación se enmarca en la integración de las TIC en el proceso de enseñanza y aprendizaje en la educación superior. El propósito de la investigación fue generar un constructo teórico sobre la integración de las TIC en el proceso de enseñanza y aprendizaje en la educación superior. Se realizó una investigación mixta ya que este tipo de investigación aumenta la posibilidad de ampliar las dimensiones de la investigación. Se utilizó el diseño secuencial exploratorio, que, en su característica deductiva, permitió la obtención y análisis de los datos cuantitativos se construya secuencialmente a partir de resultados cualitativos. Para la recopilación de la información se utilizó la entrevista y una encuesta en línea. Para integrar las TIC en la educación es necesario proporcionar la infraestructura y los recursos de las TIC. Además, es necesario proporcionar un sitio web como medio para que los profesores ofrezcan y accedan a los recursos de TIC y servicios de apoyo necesarios. Asimismo, debe haber una plataforma para que los estudiantes accedan a documentos y otra información en sus áreas de estudio o investigación. Finalmente, la institución y autoridades educativas deben ser conscientes, que la incorporación y uso de las TIC requiere de tiempo, supone de cambios sistemáticos, de procesos didácticos y de disposición, en el diseño, en la programación y desarrollo del quehacer educativo, e involucra no sólo a docentes y estudiantes, sino a todo el conglomerado de elementos del proceso de enseñanza y aprendizaje y debe ser interpretada y aceptada para su adecuada apropiación.

Downloads

Download data is not yet available.

References

Aguinis, H., & Solarino, A. M. (2019). Transparency and replicability in qualitative research: The case of interviews with elite infor- mants. Strategic Management Journal, 40(8), 1291–1315. https://- doi.org/10.1002/smj.3015

Al-Rsa’i, M. S. (2013). Promoting scientific literacy by using ICT in science teaching. International Education Studies, 6(9), 175–186. https://doi.org/10.5539/ies.v6n9p175

Alomyan, H., & Green, D. (2019). Learning theories: implications for online learning design. ACM International Conference Procee- ding Series, 126–130. https://doi.org/10.1145/3355966.3358412

Amankwah, F., Sarfo, F. K., Aboagye, M. O., Dzakpasu, R. K., Amankwah, F., Sarfo, F. K., & Aboagye, M. O. (2022). Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus. Education Inquiry, 00(00), 1–21. https://doi.org/10.1080/20004508.2022.2109849

Amin, H., & Mirza, M. S. (2020). Comparative study of knowledge and use of Bloom’s digital taxonomy by teachers and students in virtual and conventional universities. Asian Association of Open Universities Journal, 15(2), 223–238. https://doi.org/10.1108/AAOUJ-01-2020-0005

Ávila, W. (2013). Hacia una reflexión histórica de las TIC. Hallazgos, 10(19). https://doi.org/10.15332/s1794-3841.2013.0019.13

Azevedo, R., & Aleven, V. (2013). Erratum: International Handbook of Metacognition and Learning Technologies. https://doi.or- g/10.1007/978-1-4419-5546-3_47

Bahcivan, E., Gurer, M. D., Yavuzalp, N., & Akayoglu, S. (2019). Investigating the Relations Among Pre-Service Teachers’ Teachin- g/Learning Beliefs and Educational Technology Integration

Competencies: a Structural Equation Modeling Study. Journal of Science Education and Technology, 28(5), 579–588. https://doi.or- g/10.1007/s10956-019-09788-6

Baturay, Gökçearslan, Ke, F. (2017). The relationship among pre-service teachers’ computer competence, attitude towards com- puter-assisted education, and intention of technology acceptance. Int. J. Technology Enhanced Learning, 9(1), 1–13. https://doi.org/10.1504/IJTEL.2017.084084

Bindu, C. N. (2016). The impact of ICT on learning and teaching, a literature Review. International Journal of Management and Commerce Innovations, 4(1), 24–31.

Blau, I., & Shamir-Inbal, T. (2017). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders. Education and Information Technolo- gies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7

Boeren, E. (2018). The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals. Adult Education Quarterly, 68(1), 63–79. https://doi.or- g/10.1177/0741713617739347

Brönnimann, A. (2022). How to phrase critical realist interview questions in applied social science research. Journal of Critical Realism, 21(1), 1–24. https://doi.org/10.1080/14767430.2021.1966719

Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning technologies: Implications for models of technology adoption. Journal of Computing in Higher Education, 25(1), 1–11. https://doi.org/10.1007/s12528-013-9066-6

Buelens, B., Burger, J., & van den Brakel, J. A. (2018). Comparing In- ference Methods for Non-probability Samples. International Statistical Review, 86(2), 322–343. https://doi.org/10.1111/ins- r.12253

Cabello, P., Ochoa, J. M., & Felmer, P. (2020). Digital Technologies as a pedagogical resource and their integration into pre-service teacher training in Chile. Pensamiento Educativo, 57(1), 1–20. https://doi.org/10.7764/PEL.57.1.2020.9

Cabero, J., Marín Díaz, V., & Castaño Garrido, C. (2015). Validation of the application of TPACK framework to train teacher in the use of ICT. @Tic. Revista D’Innovació Educativa, 0(14). https://- doi.org/10.7203/attic.14.4001

Charmaz, K., & Thornberg, R. (2021). The pursuit of quality in in grounded theory. Qualitative Research in Psychology, 18(3), 305–327. https://doi.org/10.1080/14780887.2020.1780357

Churches, A. (2009). Bloom´s Digital. vii–viii.

https://doi.org/10.31826/9781463236984-toc

Cifuentes, G. A., & Valero, P. (2016). Tracing translations of ICT policies in higher education. Education Policy Analysis Archives, 24, 28. https://doi.org/10.14507/epaa.24.1914

Cubeles, A., & Riu, D. (2018). The effective integration of ICTs in universities: the role of knowledge and academic experience of professors. Technology, Pedagogy and Education, 27(3), 339–349. https://doi.org/10.1080/1475939X.2018.1457978

Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61–75. https://doi.org/10.30935/ce- dtech/6211

Daniela, L., Visvizi, A., Gutiérrez-Braojos, C., & Lytras, M. D. (2018). Sustainable higher education and Technology-Enhanced Learning (TEL). Sustainability (Switzerland), 10(11), 1–22. https://doi.or- g/10.3390/su10113883

Delgado-Hito, P., & Romero-García, M. (2021). Elaboration of a research project using qualitative methodology. Enfermería Inten- siva (English Ed.), 32(3), 164–169. https://doi.org/10.1016/j.en- fie.2021.03.001

Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández- Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 00(00), 1–19. https://doi.or- g/10.1080/02619768.2020.1827389

Fernández Cruz, F. J., Fernández Díaz, M. J., & Rodríguez Mantilla,

J. M. (2018). The integration process and pedagogical use of ICTs in Madrid schools. Educacion XXI, 21(2), 395–416. https://doi.or- g/10.5944/educXX1.17907

Fonseca, D., Conde, M. Á., & García-Peñalvo, F. J. (2018). Improving the information society skills: Is knowledge accessible for all? Universal Access in the Information Society, 17(2), 229–245. https://doi.org/10.1007/s10209-017-0548-6

Fonseca, D., Martí, N., Redondo, E., Navarro, I., & Sánchez, A. (2014) Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality techno- logy for visualized architecture models. Computers in Human Behavior, 31(1), 434–445. https://doi.org/10.1016/j.- chb.2013.03.006

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014) Preparing for Life in a Digital Age. In Preparing for Life in a Digi- tal Age. https://doi.org/10.1007/978-3-319-14222-7

García-Martínez, I., Fernández-Batanero, J. M., Sanchiz, D. C., & de la Rosa, A. L. (2019). Using mobile devices for improving learning outcomes and teachers’ professionalization. Sustainabili- ty (Switzerland), 11(24), 1–12. https://doi.org/10.3390/su11246917

García-Peñalvo, F. J. (2021). Avoiding the dark side of digital transformation in teaching. an institutional reference framework for eLearning in higher education. Sustainability (Switzerland), 13(4), 1–17. https://doi.org/10.3390/su13042023

Giannini, & Bowen, J. P. (2019). Digital Culture. In Springer Series on Cultural Computing.

https://doi.org/10.1007/978-3-319-97457-6_24

Gomez-Galan, J. (2018). Educational research and teaching strategies in the digital society: a critical view. European Innovations in Education: Research Models and Teaching Applications, 2001, 105–119.

Guillén-Gámez, F. D., & Mayorga-Fernández, M. J. (2020). Identification of variables that predict teachers’ attitudes toward ict in higher education for teaching and research: A study with regression. Sustainability (Switzerland), 12(4). https://doi.org/10.3390/su12041312

Hernández-Sampieri & Mendoza. (2015). Metodología de la investi- gación: las rutas cuatitativa, cualitativa y mixta. Syria Studies, 7(1), 37–72.

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347–1362. https://doi.or- g/10.1080/09500690601007549

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technolo- gies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4

Jayaprakash, P., & Pillai, R. R. (2021). The Role of ICT and Effect of National Culture on Human Development. Journal of Global Information Technology Management, 24(3), 183–207. https://- doi.org/10.1080/1097198X.2021.1953319

Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? the use of digital learning materials in education. Com- puters in Human Behavior, 29(1), 217–225.

Lal, K. (2017). Investigating ICT infrastructure to develop an information society in India. Universal Access in the Information Society, 16(2), 517–528.

https://doi.org/10.1007/s10209-016-0472-1

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://- doi.org/10.1080/09523987.2018.1439712

Li, S., Zheng, J., & Lajoie, S. P. (2022). Temporal structures and sequential patterns of self-regulated learning behaviors in problem solving with an intelligent tutoring system. Educational Technolo- gy & Society, 25(4), 1–14. https://www.researchgate.net/publication/357807447

Loayza Yauri, A. M., & Nolasco Palomino, L. E. (2019). Tecnologías de Información y Comunicación en La Formación Profesional de los estudiantes de la especialidad de Telecomuni- caciones e Informática; Universidad Nacional de Educación, Enrique Guzmán y Valle.

Martínez-Borreguero, G., Perera-Villalba, J. J., Mateos-Núñez, M., & Naranjo-Correa, F. L. (2020). Development of ICT-based didac- tic interventions for learning sustainability content: Cognitive and affective analysis. Sustainability (Switzerland), 12(9). https://- doi.org/10.3390/su12093644

McCrudden, M. T., Marchand, G., & Schutz, P. (2019). Mixed methods in educational psychology inquiry. Contemporary Edu- cational Psychology, 57(January), 1–8. https://doi.org/10.1016/j.- cedpsych.2019.01.008

Melo. (2018). La integración de las TIC como vía para optimizar el proceso de enseñanza-aprendizaje en la educación superior en Colombia. Universidad de Alicante, 395. https://rua.ua.es/dspace/- bitstream/10045/80508/1/tesis_myriam_melo_hernandez.pdf

Mercader, C. (2020). Explanatory model of barriers to integration of digital technologies in higher education institutions. Education and Information Technologies, 25(6), 5133–5147. https://doi.or- g/10.1007/s10639-020-10222-3

Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Techno- logy in Higher Education, 17(1).

https://doi.org/10.1186/s41239-020-0182-x

Michos, K., & Hernández-Leo, D. (2020). CIDA: A collective inquiry framework to study and support teachers as designers in technolo- gical environments. Computers and Education, 143(January 2019), 103679. https://doi.org/10.1016/j.compedu.2019.103679

Moreira, M. A., Rivero, V. H., & Alonso, J. S. (2016). Modelos de integración didáctica de las TIC en el aula. Comunicar, 47(2), 79–87.

Moreno, J. R., Montoro, M. A., & Colón, A. M. O. (2019). Changes in teacher training within the TPACK model framework: A syste- matic review. Sustainability (Switzerland), 11(7). https://doi.or- g/10.3390/su11071870

Mulgan & Albury. (2013). Innovation in the Public Sector. Innovation Policy Challenges for the 21st Century, October.

Nganji, J. T. (2018). Towards learner-constructed e-learning environments for effective personal learning experiences. Beha- viour and Information Technology, 37(7), 647–657. https://doi.or- g/10.1080/0144929X.2018.1470673

Orjuela Forero, D. L. (2010). Integrar las TIC al currículo en la educa- ción media. Revista de Investigaciones UNAD, 9(3), 137. https://- doi.org/10.22490/25391887.722

Ortega-Sánchez, D., & Heras-Sevilla, D. (2021). Sequential Explora- tory Design (DEXPLOS), procedure and instrument for the analy- sis of school historical narratives from a gender perspective. Revista Interuniversitaria de Formacion Del Profesorado, 35(1), 245–261. https://doi.org/10.47553/RIFOP.V96I35.1.87493

Pardo-cueva, M., Chamba-rueda, L. M., Rios-zaruma, J., & Gómez, A. H. (2019). Las tecnologías de información y comunicación y su relación con el rendimiento académico en la educación superior Information and communication technologies and higher educa- tion. June, 19–22.

Pazilah, F. N. P., Hashim, H., & Yunus, M. M. (2019). Using Technology in ESL Classroom: Highlights and Challenges. Crea- tive Education, 10(12), 3205–3212. https://doi.org/10.4236/- ce.2019.1012244

Qaddumi, H., Bartram, B., & Qashmar, A. L. (2021). Evaluating the impact of ICT on teaching and learning: A study of Palestinian students’ and teachers’ perceptions. Education and Information Technologies, 26(2), 1865–1876.

https://doi.org/10.1007/s10639-020-10339-5

Ranjbari, M. N., Tabrizi, H. H., & Afghari, A. (2020). Applied Research on English Language Evaluation of the Latest Pre-Servi- ce Teacher Education Curriculum in. 1–24.

San Martín, D. (2016). Teoría fundamentada y Atlas.ti: recursos metodológicos para la investigación educativa. Revista Electróni- ca de Investigación Educativa, 18(1), 112–127.

Sánchez-prieto, J. C., Teo, T., García-peñalvo, F. J., & Olmos- migueláñez, S. (2014). ICT Acceptance Among University Teachers : A Cross-Cultural Comparison Between China and Spain. 1–4.migueláñez, S. (2014). ICT Acceptance Among Univer- sity Teachers : A Cross-Cultural Comparison Between China and Spain. 1–4.

Shen, C. X., Liu, R. De, & Wang, D. (2013). Why are children attrac- ted to the Internet? the role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 29(1), 185–192. https://doi.org/10.1016/j.chb.2012.08.004

Shivam, P. K. (2022). Effect of ICT Integrated 5E Learning on Higher Order Thinking Skills in Science : A Literature Review. June.

Suárez-Rodríguez, J., Almerich, G., Orellana, N., & Díaz-García, I. (2018). A basic model of integration of ICT by teachers: compe- tence and use. Educational Technology Research and Develop- ment, 66(5), 1165–1187.

https://doi.org/10.1007/s11423-018-9591-0

Sunkel. (2006). Las Tecnologías de la Información y la Comunicación (TIC) en la educación en américa latina. una exploración de indi- cadores.

Szabo, C., Falkner, N., Petersen, A., Bort, H., Cunningham, K., Donaldson, P., Hellas, A., Robinson, J., & Sheard, J. (2019). Review and use of learning theories within computer science education research: Primer for researchers and practitioners. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 89–109. https://doi.org/10.1145/3304221.3325534

Teeroovengadum, V., Heeraman, N., & Jugurnath, B. (2017). Exami- ning the antecedents of ICT adoption in education using an Exten- ded Technology Acceptance Model ( TAM ). International Jour- nal of Education and Development Using ICT, 13(3), 4–23.

Timans, R., Wouters, P., & Heilbron, J. (2019). Mixed methods research: what it is and what it could be. Theory and Society, 48(2), 193–216. https://doi.org/10.1007/s11186-019-09345-5

Timonen, V., Foley, G., & Conlon, C. (2018). Challenges when using grounded theory: A pragmatic introduction to doing GT research. International Journal of Qualitative Methods, 17(1), 1–10. https://doi.org/10.1177/1609406918758086

Tokareva, E. A., Smirnova, Y. V., & Orchakova, L. G. (2019). Innovation and communication technologies: Analysis of the effectiveness of their use and implementation in higher education. Education and Information Technologies, 24(5), 3219–3234. https://doi.org/10.1007/s10639-019-09922-2

Unesco. (2015). Panorama regional: América Latina y el Caribe.

Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299–316. https://doi.or- g/10.1080/01411920902919257

Wang, X., & Dostál, J. (2017). an Analysis of the Integration of Ict in Education From the Perspective of Teachers’ Attitudes. Edu- learn17 Proceedings, 1(July), 8156–8162. https://doi.or- g/10.21125/edulearn.2017.0507

Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The Use of ICT in Education: A survey of schools in Europe. European Journal of Education, 48(1), 11–27. https://doi.org/10.1111/ejed.12020

Zamir, S. (2019). The Effects of University Teachers’ Perception, Attitude and Motivation on their Readiness for the Integration of ICT in Classroom Teaching. Journal of Education and Educatio- nal Development, 6(2), 308–326. https://doi.org/10.22555/joeed.- v6i2.2712

Zempoalteca, B., Francisco, J., López, B., Martínez, J. G., & Flores,

T. G. (2017). Formación en TIC y competencia digital en la docen- cia en instituciones públicas de educación superior. Formación En TIC y Competencia Digital En La Docencia En Instituciones Públicas de Educación Superior, 9(1), 80–96. https://doi.or- g/10.18381/Ap.v9n1.922

Ziemba, E. (2019). The Contribution of ICT Adoption to the Sustaina- ble Information Society. Journal of Computer Information Systems, 59(2), 116–126.

https://doi.org/10.1080/08874417.2017.1312635

Downloads

Published

October 24, 2023 — Updated on April 10, 2023