TEACHER TRAINING IN TECHNOLOGY OF INFORMATION AND COMMUNICATION. KEY ELEMENT FOR METHODOLOGICAL INNOVATION AND QUALITY

Author(s):

Paloma Antón

Conference:

ECER 2008

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 03B, Quality of Social Learning and Leisure Treatment and ICT in Teacher's Training

Paper Session

Time:

2008-09-10

14:00-15:30

Room:

B1 134

Chair:

José Cajide

Contribution

The trend in academia is to maintain habits, as a result, teaching practices tend to keep close to tradition. Fortunately, that inertia is changing and the dissemination of good practice experiences and innovative positive experiences is increasing. As a result of the changes triggered by the introduction of the European Higher Education Area (EHEA), it is necessary to know the opinion of a collective which has a main role, teachers, in order to take into account their points of view, their knowledge, attitudes and expectations. They were directly asked about their training in Information and Communications Technology (ICT) and their use of them in their practice teaching and research. They have also been asked about the training needs they have and how to meet these needs.

Method

Questionnaires have been applied to teachers. There have also been conducted focus groups with professors from different fields of knowledge, to hear their concerns, needs and beliefs. These groups expressed their sentiments and expectations for innovation and change.

Expected Outcomes

The results of the investigation show the real needs that allow to make proposals. The sample group is composed by teachers of the Complutense University of Madrid, from all areas of knowledge, all job categories, of different ages and different teaching experience. Analysis of the results obtained show their opinion and attitude. In general terms, teachers have low levels of training in Information and Communication Technologies and difficulties in its implementation. The most widely used tool is the e-mail. They demand training and advice for the development and use of ICT. They believe that the application of innovative technologies allow innovative praxis as well as the development of new methodologies.

References

ALBA PASTOR, C., ANTON ARES, P. et al. (2004) Viabilidad de las propuestas metodológicas derivadas de la aplicación del crédito europeo por parte del profesorado de las universidades españolas, vinculadas a la utilización de las TIC en la docencia y la investigación. EA 2004-0042. Ministerio de Educación y Ciencia. Madrid www.mec.es/uni Programa de Estudios y Análisis. ANTON ARES, P. (2005) Motivación del profesorado universitario para la aplicación de las propuestas metodológicas derivadas de la utilización de las tecnologías de la información y la comunicación en la docencia. Revista de Tecnología Educativa. Vol. 5 nº 2 ISSN 0213-8646 http://www.unex.es/didactica/RELATEC/htm ANTÓN ARES, P. Y ZUBILLAGA, A. (2005) La formación del profesorado para la implantación de las TICS como soporte a los nuevos modelos derivados del espacio europeo de educación superior (EEES). Ponencia. Congreso: El uso de las tic en la UNED .Madrid. http://jornadastic.uned.es/publicaciones_web/. ANTÓN ARES, P. y ZUBILLAGA DEL RÍO, A. (2005) Formación del profesorado de la Universidad Complutense de Madrid en las tecnologías de la información y la comunicación (TIC) y en la aplicación del crédito europeo. Comunicación. Congreso internacional virtual y presencial El profesorado ante el reto de las nuevas tecnologías en la sociedad del conocimiento. Anaya. Madrid. ISBN 84-689-1029-S. AREA MOREIRA, M.; ANTON ARES, P. et al.(2004) Descripción y análisis de sitios WEB sobre centros de recursos para el aprendizaje y la investigación en universidades extranjeras. Ministerio de Educación. Madrid. http://www.mec.es/uni/jsp/plantilla CABELLO MARTINEZ, J. ANTON ARES, P. (2005) Conversaciones con el profesorado. Un estudio en cuatro universidades españolas sobre el Espacio Europeo y el uso de las TIC. Revista de Educación nº 337 Ministerio de Educación y Ciencia. Madrid. ISSN 0034-808 ENSMINGER, D. C. SURRY, D. W. PORTER, B. E.AND WRIGHT, D. (2004). Factors Contributing to the Successful Implementation of Technology Innovations. Educational.Technology & Society, 7(3), 61-72. GALLEGO GIL, D.J. (2005) Expectativas de los profesores ante las TIC. En PADILLA MALDONADO, L.J. Y ALONSO GARCÍA, C.M. Aplicaciones educativas de las tecnologías de la información y la comunicación. Ministerio de Educación. Madrid. NACHMIAS, R.; MIODUSER, D. COHÉN, A. AND TUBIN, D. (2004). Factors involved in the Implementation of Pedagogical Innovations using Technology. Education and Information Technologies, 9(3), 291- 308. UNESCO (2008) Normas sobre Competencias en TIC para Docentes. Sitio Web (URL) http://portal.unesco.org/ci/en/ev.php-URL_ID=25740&URL_DO=DO_TOPIC&URL_SECTION=201.html VAN DER WENDE, M. y WESTERHEIJDEN, D. (2002). The European Dimension of Quality Assurance. http:wwwn.mec.es/univ/html/informes/EEES_2003/Amsterdam_informe_final.pdf

Author Information

Paloma Antón

UNIVERSIDAD COMPLUTENSE DE MADRID

DIDACTICA Y ORGANIZACIÓN ESCOLAR

Madrid

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