Show simple item record

dc.rights.licenseAtribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)*
dc.contributor.authorRodríguez Jerez, Sergio Alejandro
dc.date.accessioned2020-11-18T17:07:38Z
dc.date.available2020-11-18T17:07:38Z
dc.date.issued2019-11
dc.identifier.citationRodríguez Jerez, S. A. (2019). El modelo TPACK como perspectiva de análisis en la integración de TIC para la educación: un estado del arte. En Molina Bernal, I. A., Morales Piñero, J. C. y Rodríguez Jerez, S. A. (coord.). Importancia de las TIC en los procesos de enseñanza-aprendizaje: estudios en la educación media y superior. (pp. 11- 34). Bogotá : Universidad Sergio Arboleda ; Escuela de Filosofía y Humanidades ; Escuela de Ciencias Exactas e Ingeniería; Escuela de Educación.spa
dc.identifier.isbn978-958-5511-74-3spa
dc.identifier.urihttp://hdl.handle.net/11232/1512
dc.descriptionResumen El proceso de integración de las TIC en la educación ha sido un fenómeno muy estudiado en las últimas décadas. Mas en los últimos cinco años, la preocupación por mejorar la educación a partir de las nuevas tecnologías se incrementa debido a las dinámicas propias de lo que ahora se denomina la era digital. Por tanto, el presente capítulo tiene como objetivo analizar las publicaciones más relevantes en torno a la temática referida para describir el statu estado del arte. Para tal fin, se utiliza como perspectiva de análisis el modelo TPACK debido a su alta relevancia en el estudio de la integración TIC con la educación. Asimismo, el método descriptivo utilizó, como herramienta de análisis hermenéutico, la técnica de niveles de interpretación propuesto por Rodríguez Jerez (2019). Los resultados obtenidos son organizados a partir de la zona y las unidades de convergencia encontradas. Las conclusiones brindan un marco de reflexión para comprender el proceso actual de integración de las TIC en los procesos de enseñanza y aprendizaje.spa
dc.format.extent23spa
dc.format.mediumDigitalspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospaspa
dc.publisherUniversidad Sergio Arboledaspa
dc.relation.ispartofImportancia de las TIC en los procesos de enseñanza-aprendizaje: estudios en la educación media y superiorspa
dc.relation.ispartofseriesSerie Investigación
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.titleEl modelo TPACK como perspectiva de análisis en la integración de TIC para la educación: un estado del artespa
dc.typeinfo:eu-repo/semantics/bookPartspa
dc.subject.lembTecnología educativaspa
dc.subject.lembEvaluación académicaspa
dc.subject.lembEducación secundaria – Innovaciones tecnológicasspa
dc.subject.lembEducación superior – enseñanza con ayuda de computadoresspa
dc.subject.lembLectura – Enseñanza – Innovaciones tecnológicasspa
dc.subject.lembTecnología educativa – Aspectos morales y éticosspa
dc.subject.lembTecnologías de la información - Educación secundariaspa
dc.type.spaParte de librospa
dc.rights.accesoAbierto (Texto Completo)spa
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
dc.rights.accesRightsinfo:eu-repo/semantics/openAccessspa
dc.publisher.departmentEscuela de Filosofía, Escuela de Ciencias exactas e ingenierías, Escuela de Educaciónspa
dc.identifier.doihttps://doi.org/10.22518/book/9789585511743/ch01spa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombiaspa
dc.relation.referencesAkyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers and Education, 125, 212-225. doi: 10.1016/j.compedu.2018.06.012eng
dc.relation.referencesAlmerich, G., Orellana, N., Suárez-Rodríguez, J., y Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers and Education, 100, 110-125. doi: 10.1016/j.compedu.2016.05.002eng
dc.relation.referencesBlackwell, C. K., Lauricella, A. R., y Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers and Education, 98, 57-69. doi: 10.1016/j. compedu.2016.02.010eng
dc.relation.referencesBueno-Alastuey, M. C., Villarreal, I., y García-Esteban, S. (2018). Can telecollaboration contribute to the TPACK development of pre-service teachers? Technology, Pedagogy and Education, 27(3), 367-380. doi: 10.1080/1475939X.2018.1471000eng
dc.relation.referencesCabero, J., Marín, V., y Castaño, C. (2015). Validation of the application of TPACK framework to train teacher in the use of ICT. @tic. Revista d’innovació Educativa, 0(14), 13-22. doi: 10.7203/attic.14.4001eng
dc.relation.referencesCheng, S. L., y Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and nonintervention settings. Teaching and Teacher Education, 74, 98-113. doi: 10.1016/j.tate.2018.04.014eng
dc.relation.referencesChigona, A. (2015). Pedagogical shift in the twenty-first century: preparing teachers to teach with new technologies. Africa Education Review, 12(3), 478-492. doi: 10.1080/18146627.2015.1110912eng
dc.relation.referencesChuang, H.-H., Weng, C.-Y., y Huang, F.-C. (2015). A structure equation model among factors of teachers’ technology integration practice and their TPCK. Computers & Education, 86, 182-191. doi: 10.1016/j. compedu.2015.03.016eng
dc.relation.referencesCubeles, A., y 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. doi: 10.1080/1475939X.2018.1457978eng
dc.relation.referencesFlores, A. (2018). Didactic conceptions and use of ICT in the university education of degree. Multicase study and TPACK analysis framework. Praxis Educativa, 22(1), 64-72. doi: 10.19137/ praxiseducativa-2018-220106eng
dc.relation.referencesGill, L., y Dalgarno, B. (2017). A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme. Technology, Pedagogy and Education, 26(4), 439-456. doi: 10.1080/1475939X.2017.1287124eng
dc.relation.referencesGutiérrez, I. (2014). Perfil del profesor universitario español en torno a las competencias en tecnologías de la información y la comunicación. Pixel- Bit Revista de Medios y Educación, 51-65. doi: 10.12795/pixelbit.2014. i44.04spa
dc.relation.referencesHaydn, T. (2014). How do you get pre-service teachers to become ‘good at ICT’ in their subject teaching? The views of expert practitioners. Technology, Pedagogy and Education, 23(4), 455-469. doi: 10.1080/1475939X.2014.892898eng
dc.relation.referencesHeidegger, M. (1997). La pregunta por la técnica. En Filosofía, Ciencia y Técnica.spa
dc.relation.referencesHsu, S. (2017). Developing and validating a scale for measuring changes in teachers’ ICT integration proficiency over time. Computers and Education, 111, 18-30. doi: 10.1016/j.compedu.2017.04.001eng
dc.relation.referencesJamieson-Proctor, R., Finger, G., y Albion, P. R. (2010). Auditing the TPACK Capabilities of Final Year Teacher Education Students: Are they ready for the 21st century? En Digital Diversity: Australian Computers in Education Conference 2010.eng
dc.relation.referencesJang, S. J., y Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers and Education. doi: 10.1016/j. compedu.2012.02.003eng
dc.relation.referencesJimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers and Education. doi: 10.1016/j.compedu.2010.05.022eng
dc.relation.referencesJoo, Y. J., Lim, K. Y., y Kim, N. H. (2016). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers and Education, 95, 114-122. doi: 10.1016/j.compedu.2015.12.004eng
dc.relation.referencesJude, L., Kajura, M., y Birevu, M. (2014). Adoption of the SAMR Model to Asses ICT Pedagogical Adoption: A Case of Makerere University. International Journal of E-Education, e-Business, e-Management and e-Learning, 4(2). doi: 10.7763/ijeeee.2014.v4.312eng
dc.relation.referencesKihoza, P., Zlotnikova, I., Bada, J., y Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development Using Information and Communication Technology, 12(1), 107-128.eng
dc.relation.referencesKosnik, C., White, S., Beck, C., Marshall, B., Lin Goodwin, A., y Murray, J. (2016). Building bridges: Rethinking Literacy Teacher Education in a Digital Era. doi: 10.1163/9789463004916eng
dc.relation.referencesLachner, A., Backfisch, I., y Stürmer, K. (2019). A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge. Computers & Education, 142, 103645. doi: 10.1016/j. compedu.2019.103645eng
dc.relation.referencesLai, J. W. M., y Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers and Education, 133, 27-42. doi: 10.1016/j.compedu.2019.01.010eng
dc.relation.referencesLefebvre, S. (2014). Intégration des technologies de l’information et de la communication: types de connaissances abordées dans le discours d’enseignants en exercice et d’étudiants en formation initiale. Canadian Journal of Education / Revue Canadienne de l’éducation, 37(3), 1-28. Recuperado de http://journals.sfu.ca/cje/index.php/cje-rce/article/view/1529fre
dc.relation.referencesLi, G., Sun, Z., y Jee, Y. (2019). The more technology the better? A comparison of teacher-student interaction in high and low technology use elementary EFL classrooms in China. System, 84, 24-40. doi: 10.1016/j.system.2019.05.003eng
dc.relation.referencesLópez-García, J.-C. (2015). SAMR, modelo para integrar las TIC en procesos educativos. Recuperado de http://eduteka.icesi.edu.co/articulos/samrspa
dc.relation.referencesMaxwell, I. A. (2014). The fifth industrial revolution. Chemistry in Australia, p. 38.eng
dc.relation.referencesMcCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., y Mutlu, A. (2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers and Education, 123, 26-40. doi: 10.1016/j.compedu.2018.04.008eng
dc.relation.referencesMei, B. (2019). Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective. System, 83, 13-24. doi: 10.1016/j. system.2019.02.011eng
dc.relation.referencesMei, X. Y., Aas, E., y Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of Applied Research in Higher Education, 11(3), 522-537. doi: 10.1108/JARHE-10-2018-0202eng
dc.relation.referencesMishra, P., y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record. doi: 10.1111/j.1467-9620.2006.00684.xeng
dc.relation.referencesMoreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, Á., y González, A. (2019). Teachers’ ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers and Education, 134, 63- 77. doi: 10.1016/j.compedu.2019.02.007eng
dc.relation.referencesNelson, M. J., Voithofer, R., y Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers and Education, 128, 330-344. doi: 10.1016/j.compedu. 2018.09.023eng
dc.relation.referencesOrtega y Gasset, J. (1982). Meditación de la técnica y otros ensayos sobre ciencia y filosofía. En Obras de José Ortega y Gasset. Madrid, España: Revista de Occidente/ Alianza Editorial.spa
dc.relation.referencesPetko, D., Egger, N., Cantieni, A., y Wespi, B. (2015). Digital media adoption in schools: Bottom-up, top-down, complementary or optional? Computers and Education, 84, 49-61. doi: 10.1016/j.compedu.2014.12.019eng
dc.relation.referencesPretto, G., y Curró, G. (2017). An Approach for Doctoral Students Conducting Context-Specific Review of Literature in IT, ICT, and Educational Technology. New Review of Academic Librarianship, 23(1), 60-83. doi: 10.1080/13614533.2016.1227861eng
dc.relation.referencesPunie, Y. (2007). Learning spaces: An ICT-enabled model of future learning in the Knowledge-based Society. European Journal of Education, 42(2), 185-199. doi: 10.1111/j.1465-3435.2007.00302.xeng
dc.relation.referencesReyes, V. C., Reading, C., Doyle, H., y Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers and Education, 115, 1-19. doi: 10.1016/j.compedu.2017.07.009eng
dc.relation.referencesRodríguez Jerez, S. A. (2019). Aproximaciones de una metodología semiótica para el análisis de la educación en Colombia: un aporte al desarrollo de la edusemiótica. PRACS: Revista Eletrônica de Humanidades Do Curso de Ciências Sociais Da UNIFAP, 11(2), 117-126. doi: 10.18468/ pracs.2018v11n2.p117-126spa
dc.relation.referencesSampson, D., y Fytros, D. (2008). Competence Models in Technology- Enhanced Competence-Based Learning. En Handbook on Information Technologies for Education and Training (pp. 155-177). doi: 10.1007/978- 3-540-74155-8_9eng
dc.relation.referencesSánchez-Prieto, J. C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J., y Olmos-Migueláñez, S. (2019). Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers. Computers in Human Behavior, 95, 158-167. doi: 10.1016/j.chb.2019.01.019eng
dc.relation.referencesScherer, R., Rohatgi, A., y Hatlevik, O. E. (2017). Students’ profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior, 70, 486-499. doi: 10.1016/j.chb.2017.01.034eng
dc.relation.referencesScherer, R., Tondeur, J., y Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers and Education, 112, 1-17. doi: 10.1016/j.compedu.2017.04.012eng
dc.relation.referencesScherer, R., Tondeur, J., Siddiq, F., y Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. doi: 10.1016/j.chb.2017.11.003eng
dc.relation.referencesSointu, E., Valtonen, T., Hirsto, L., Kankaanpaa, Jenni Saarelainen, M., Makitalo, K., Smits, A., y Manninen, J. (2019). Teachers as users of ICT from the student perspective in higher education flipped classroom classes. Seminar.Net: Media, Technology & Lifelong Learning, 15(1), 1-15. Recuperado de https://journals.hioa.no/index.php/seminar/article/ view/3402eng
dc.relation.referencesSpante, M., Karlsen, A. V., Nortvig, A.-M., y Christiansen, R. B. (2014). Cross-Border Collaboration in History among Nordic Students: A Case Study about Creating Innovative ICT Didactic Models. In IAFOR Journal of Education (Vol. 2). doi: 10.22492/ije.2.2.02eng
dc.relation.referencesStockless, A., Villeneuve, S., y Gingras, B. (2018). Maitrise d’outils technologiques: son influence sur la compétence TIC des enseignants et les usages pédagogiques | Mastery of Digital Tools: The Influence on Information and Communication Technologies Competency and Pedagogical Use. Canadian Journal of Learning and Technology, 44(2), 1-21. doi: 10.21432/cjlt27581fre
dc.relation.referencesTaimalu, M., y Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110. doi: 10.1016/j. tate.2018.12.012eng
dc.relation.referencesTømte, C., Enochsson, A. B., Buskqvist, U., y Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers and Education, 84, 26-35. doi: 10.1016/j.compedu.2015.01.005eng
dc.relation.referencesTondeur, J., Aesaert, K., Prestridge, S., y Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers and Education, 122, 32-42. doi: 10.1016/j. compedu.2018.03.002eng
dc.relation.referencesTondeur, J., Scherer, R., Siddiq, F., y Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46- 60. doi: 10.14742/ajet.3504eng
dc.relation.referencesTseng, J.-J., Cheng, Y.-S., y Yeh, H.-N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171-182. doi: 10.1016/j.compedu.2018.09.022eng
dc.relation.referencesTsybulsky, D., y Levin, I. (2016). SAMR Framework for Study Technology Integration in Science Education. [Paper] New Perspectives in Science Education. Recuperado de https://m.tau.ac.il/~ilia1/ perspectives-florence.pdfeng
dc.relation.referencesUerz, D., Volman, M., y Kral, M. (2018, February 1). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. doi: 10.1016/j. tate.2017.11.005eng
dc.relation.referencesValtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., y Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15-31. doi: 10.14742/ajet.3518eng
dc.relation.referencesVinck, D. (2018). Humanidades Digitales. Barcelona, España: Gedisa.spa
dc.relation.referencesWang, J., Tigelaar, D. E. H., y Admiraal, W. (2019). Connecting rural schools to quality education: Rural teachers’ use of digital educational resources. Computers in Human Behavior, 101, 68-76. doi: 10.1016/j. chb.2019.07.009eng
dc.relation.referencesWu, B., Hu, Y., Gu, X., y Lim, C. P. (2015). Professional Development of New Higher Education Teachers with Information and Communication Technology in Shanghai. Journal of Educational Computing Research, 54(4), 531-562. doi: 10.1177/0735633115621922eng
dc.relation.referencesXiong, X. B., y Lim, C. P. (2015). Curriculum Leadership and the Development of ICT in Education Competencies of Pre-service Teachers in South China. Asia-Pacific Education Researcher, 24(3), 515- 524. doi: 10.1007/s40299-015-0238-1eng
dc.relation.referencesYildiz, T. (2016). The exploration of the relationships between the global competitiveness, the ICT and education. Business, Management and Education, 14(2), 249-274. doi: 10.3846/bme.2016.320eng
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2*
dc.identifier.instnameinstname:Universidad Sergio Arboledaspa
dc.identifier.instnameinstname:Universidad Sergio Arboledaspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Sergio Arboledaspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Sergio Arboledaspa
dc.identifier.repourlrepourl:https://repository.usergioarboleda.edu.co/*
dc.type.coarhttp://purl.org/coar/resource_type/c_3248*
dc.type.redcolhttp://purl.org/redcol/resource_type/CAP_LIB*
dc.type.localCapítulo de Librospa


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)