El papel de la pedagogía en clases con computadoras uno a uno: un estudio observacional cuantitativo de las interacciones profesor-alumno

The role of pedagogy in one-to-one computing lessons: a quantitative observational study of teacher-student interactions

Arnon Hershkovitz, Agathe Merceron y Amran Shamaly

DOI: https://doi.org/10.22550/REP77-3-2019-05

En este estudio comparamos las interacciones entre profesor y alumno en clases tradicionales y en clases que implementan un programa de computación uno a uno, donde todos los alumnos y el profesor tienen una tableta conectada a Internet para usar en el aula. Adoptando un enfoque intrasujeto, hemos usado observaciones de campo cuantitativas para investigar la desviación respecto de las clases tradicionales (sin uso de computadoras). La población del estudio incluyó tres profesoras de inglés de 5.º y 6.º curso. Los hallazgos mostraron que las profesoras cambiaron su manera de enseñar cuando usaron tabletas en su clase, pero cada profesora cambió de manera diferente. Sin embargo, hubo similitudes en el tiempo total empleado en debates de toda la clase y en el tiempo de uso de la computadora. También hallamos que las interacciones son típicas de los tipos de configuración de aprendizaje, con independencia del uso que se le dé a la computadora. Concluimos el artículo con la exposición de los hallazgos, destacando sus implicaciones para la capacitación del profesorado.

 


Cómo citar este artículo: Hershkovitz, A., Merceron, A. y Shamaly, A. (2019). El papel de la pedagogía en clases con computadoras uno a uno: un estudio observacional cuantitativo de las interacciones profesor-alumno | The role of pedagogy in one-to-one computing lessons: a quantitative observational study of teacher-student interactions. Revista Española de Pedagogía, 77 (274), 487-515. doi: https://doi.org/10.22550/REP77-3-2019-05

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Arnon Hershkovitz es Profesor Titular en el Departamento de Educación en Matemáticas, Ciencias y Tecnología en la Facultad de Educación de la Tel Aviv University (Israel) y Coeditor de Technology, Instruction, Cognition and Learning
(TICL). Sus investigaciones se centran en la aplicación de métodos de analítica de aprendizaje para estudiar las habilidades requeridas por los alumnos y los profesores en la era digital.

http://orcid.org/0000-0003-1568-2238

Agathe Merceron es Catedrática de Ciencia Computacional en la Beuth University of Applied Sciences Berlin (Alemania). Dirige los programas de grado y máster de Media Informatics Online. Es Editora Adjunta del Journal of Educational Data Mining y ha participado como directora de programa en conferencias internacionales. Sus investigaciones se centran en el aprendizaje mejorado con tecnología, con un interés especial en la minería de datos educativa y la analítica de aprendizaje.

http://orcid.org/0000-0003-1015-5359

Amran Shamaly es Graduado en Educación de Inglés y Máster en Educación y Tecnología; enfocó su tesis de máster en
el área de tecnología y educación. Trabaja como Profesor y Coordinador de Inglés en una escuela de primaria. Además, es auxiliar de investigación en el Shamir Research Institute (Israel), donde ha colaborado en investigaciones sobre nuevos métodos pedagógicos de enseñanza y aprendizaje.

http://orcid.org/0000-0002-4642-8809