Acceso usuarios
La investigación en Tecnología Educativa ha experimentado un amplio crecimiento en las últimas décadas. Este desarrollo no ha tenido una influencia significativa en la práctica educativa. La integración de las tecnologías digitales en los sistemas educativos no ha modificado sustancialmente la metodología docente para adaptarse a las competencias del siglo XXI. La investigación educativa tiene un escaso impacto en la toma de decisiones de los profesionales de la educación. Por otra parte, las nuevas ecologías del aprendizaje nos sitúan ante contextos de enseñanza-aprendizaje más flexibles, abiertos, distribuidos y conectados. Se necesitan nuevas teorías del conocimiento y nuevos enfoques en las metodologías de investigación educativa. En este artículo el «aprendizaje trialógico» se identifica como un marco conceptual útil para la comprensión de los nuevos contextos educativos y el «Design-Based Research» (DBR) se describe como un modelo metodológico idóneo para la integración efectiva de la investigación en la teoría y práctica pedagógica.
Abstract: The research in Educational Technology has experienced extensive growth in recent decades. This development has not had a significant influence on educational practice. The integration of digital technologies in educational systems has not substantially changed the teaching methodology to adapt the 21st Century Competences. Educational research has little impact on decision-making of education professionals. Moreover, new learning ecologies put us in contexts of teaching and learning more flexible, open, distributed and connected. New theories of knowledge and new approaches in educational research methodologies are needed. In this article the «trialogical learning» is identified as a useful conceptual framework for understanding the new educational contexts and "Design-Based Research" (DBR) is described as a suitable methodological model for the effective integration of research in the pedagogical theory and practice.
The research in Educational Technology has experienced extensive growth in recent decades. This development has not had a significant influence on educational practice. The integration of digital technologies in educational systems has not substantially changed the teaching methodology to adapt the 21st Century Competences. Educational research has little impact on decision-making of education professionals. Moreover, new learning ecologies put us in contexts of teaching and learning more flexible, open, distributed and connected. New theories of knowledge and new approaches in educational research methodologies are needed. In this article the «trialogical learning» is identified as a useful conceptual framework for understanding the new educational contexts and "Design-Based Research" (DBR) is described as a suitable methodological model for the effective integration of research in the pedagogical theory and practice
