Percepción del profesorado sobre la integración de la tecnología en el espacio escolar

• Escofet, Anna ^[1] ; Gros, Begoña ^[1] ; López, Marta ^[1] ; Marimon-Martí, Marta ^[2]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
  2. [2] Universitat de Vic

     Universitat de Vic

     Vich, España

     
• Localización: Revista Interuniversitaria de Investigación en Tecnología Educativa, ISSN-e 2529-9638, Nº. 6, 2019, págs. 37-47
• Idioma: español
• DOI: 10.6018/riite.360631
• Títulos paralelos:
  • Teachers’ perception of technology integration in learning spaces
• Enlaces
  • Texto completo
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    La definición de las características de un espacio de aprendizaje nos sitúa frente a la existencia de tres dimensiones de análisis clave para su diseño conceptual: la dimensión ambiental, la dimensión pedagógica y la dimensión digital (Bautista y Borges, 2013). El artículo muestra los resultados de una investigación que tiene por objetivo analizar los conocimientos, preferencias, percepciones y necesidades del profesorado respecto a la configuración del aula como espacio de aprendizaje, concretamente en relación a la dimensión digital. Para ello se realizó un estudio cuantitativo mediante el método de encuesta a una muestra de 847 docentes de educación infantil, primaria y secundaria. Los resultados obtenidos muestran que los docentes perciben que la dimensión digital debería ser uno de los elementos clave para plantear nuevos espacios de aprendizaje en las escuelas.

  • English

    The definition of the characteristics of a learning space places us before the existence of three dimensions of key analysis for its conceptual design, the environmental dimension, the pedagogical dimension and the digital dimension (Bautista and Borges, 2013). The article shows the results of a research that aims to know the knowledge, preferences, perceptions and needs of teachers regarding the configuration of the classroom as a learning space, specifically in relation to the digital dimension. To do this, a quantitative study was carried out using the survey method of a sample of 847 preschool, primary and secondary education teachers. The results obtained show that teachers identify the digital dimension and consider that this should be one of the key elements to propose new learning spaces in schools.

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