Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas
La integración efectiva de las Tecnologías de la Información y la Comunicación (TIC) en las instituciones educativas (IE) del departamento del Huila, Colombia, es un tema de crucial importancia para el desarrollo educativo y social de la región. Sin embargo, la investigación en este campo ha sido li...
- Autores:
-
Trujillo Trujillo, Carlos Francisco
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad Cooperativa de Colombia
- Repositorio:
- Repositorio UCC
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucc.edu.co:20.500.12494/56355
- Acceso en línea:
- https://hdl.handle.net/20.500.12494/56355
- Palabra clave:
- 000 - Ciencias de la computación, información y obras generales
Política
Apoyo
Formación
Instituciones
Educativas
Policy
Support
Training
Institutions
Educational
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
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Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| title |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| spellingShingle |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas 000 - Ciencias de la computación, información y obras generales Política Apoyo Formación Instituciones Educativas Policy Support Training Institutions Educational |
| title_short |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| title_full |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| title_fullStr |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| title_full_unstemmed |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| title_sort |
Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas |
| dc.creator.fl_str_mv |
Trujillo Trujillo, Carlos Francisco |
| dc.contributor.advisor.none.fl_str_mv |
Arias Quintero, Pedro Alberto Martínez Ardila, Andrea Cristina |
| dc.contributor.author.none.fl_str_mv |
Trujillo Trujillo, Carlos Francisco |
| dc.subject.ddc.none.fl_str_mv |
000 - Ciencias de la computación, información y obras generales |
| topic |
000 - Ciencias de la computación, información y obras generales Política Apoyo Formación Instituciones Educativas Policy Support Training Institutions Educational |
| dc.subject.proposal.spa.fl_str_mv |
Política Apoyo Formación Instituciones Educativas |
| dc.subject.proposal.eng.fl_str_mv |
Policy Support Training Institutions Educational |
| description |
La integración efectiva de las Tecnologías de la Información y la Comunicación (TIC) en las instituciones educativas (IE) del departamento del Huila, Colombia, es un tema de crucial importancia para el desarrollo educativo y social de la región. Sin embargo, la investigación en este campo ha sido limitada y no ha explorado en profundidad la relación entre las políticas escolares locales, los factores institucionales y el uso pedagógico de las TIC en el aula. |
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2024 |
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2024-07-17T13:38:35Z |
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2024-07-17T13:38:35Z |
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2024-07-15 |
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Trabajo de grado - Maestría |
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Text |
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info:eu-repo/semantics/masterThesis |
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info:eu-repo/semantics/acceptedVersion |
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acceptedVersion |
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Trujillo Trujillo, C. F. (2024). Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas [Tesis de posgrado, Universidad Cooperativa de Colombia]. Repositorio institucional Universidad Cooperativa de Colombia. https://hdl.handle.net/20.500.12494/56355 |
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https://hdl.handle.net/20.500.12494/56355 |
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Trujillo Trujillo, C. F. (2024). Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas [Tesis de posgrado, Universidad Cooperativa de Colombia]. Repositorio institucional Universidad Cooperativa de Colombia. https://hdl.handle.net/20.500.12494/56355 |
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https://hdl.handle.net/20.500.12494/56355 |
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spa |
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spa |
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Adell, J., & Castañeda, L. (2012). Tecnologías emergentes, ¿pedagogías emergentes? En J. Hernández, M. Pennesi, D. Sobrino, & A. Vázquez (Eds.), Tendencias emergentes en educación con TIC (pp. 13-32). Asociación Espiral, Educación y Tecnología. Albirini, A. (2006). Teachers’ attitudes towards information and communication technologies: The case of Syrian EFL teachers. *Computers & Education, 47*(4), 373-398. Anderson, R. E., & Dexter, S. L. (2000). School Technology Leadership: Incidence and impact. Irvine, CA: Center for Research on Information Technology and Organizations, University of California. Area Moreira, M. (2010). Introducción a las tecnologías de la información y comunicación en la educación. Editorial Síntesis. Bates, A. W. (2019). Teaching in a Digital Age. Vancouver, BC: Tony Bates Associates Ltd. Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395-414. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245 Bryderup, I. M., & Kowalski, K. (2002). The role of local authorities in the integration of ICT in learning. *Journal of Computer Assisted Learning, 18*(4), 469-479. Cabero Almenara, J. (2014). Reflexiones sobre la integración de las TIC en la educación. RUSC. Universities and Knowledge Society Journal, 11(1), 197-208. Coll, C. (2013). El impacto de las TIC en la educación: Retos y oportunidades. En C. Coll & C. Monereo (Eds.), Psicología de la educación virtual (pp. 35-56). Morata. Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press. Dawson, C., & Rakes, G. C. (2003). The influence of principals’ technology training on the integration of technology into schools. *Journal of Research on Technology in Education, 26*(1), 29-49. Dexter, S., Anderson, R. E., & Becker, H. J. (2014). Teachers’ views of computers as catalysts for changes in their teaching practice. *Journal of Research on Computing in Education, 31*(2), 221-239. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. Gray, J. (1997). The leadership challenge of school restructuring. The Phi Delta Kappan, 79(3), 197-202. Gray, P. J. (1997). Viewing assessment as an innovation: Leadership and the change process. *New Directions for Higher Education, 25*(4), 5-15. Gros Salvat, B. (2011). Evolución y retos de la educación virtual. Construyendo el e-learning del siglo XXI. UOC. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hopkins, D., & Reynolds, D. (2010). The past, present and future of school improvement: Towards the third age. *British Journal of Educational Technology, 27*(3), 459-476. Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. *International Electronic Journal for Leadership in Learning, 5*(1), 1-10. Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). The impact of ICT on learning outcomes: Evidence from PISA 2012. European Commission, Joint Research Centre. Kennewell, S., Parkinson, J., & Tanner, H. (2000). *Developing the ICT capable school.* London: RoutledgeFalmer. Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is 'enhanced' and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. Knezek, G., Rogers, H., & Bosco, J. (2000). Technology Standards for School Administrators. Washington, D.C.: Collaborative for Technology Standards for School Administrators. Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156. Lai, K. W., & Pratt, K. (2004). ICT coordinators: The backbone of successful ICT integration in schools. Journal of Educational Administration, 42(6), 713-730. Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: The role of the computer coordinator. *British Journal of Educational Technology, 35*(4), 461-475. Law, N., et al. (2018). Technology-supported learning environments. Educational Technology & Society, 21(3), 173-188. Lawson, T., & Comber, C. (1999). Superhighways technology: Personnel factors leading to successful integration of information and communication technology in schools and colleges. *IT in Teacher Education, 8*(1), 41-53. Lawson, T., & Comber, C. (1999). Teachers and advisors working together: Supporting professional development in information technology. Journal of In-Service Education, 25(1), 145-159. MacBeath, J. (1999). *Schools must speak for themselves: The case for school self-evaluation.* London: Routledge and National Union of Teachers. Marchesi, Á., & Martín, E. (2015). Tecnología y educación en la era digital. En Á. Marchesi & E. Martín (Eds.), Nuevos retos educativos en la era digital (pp. 15-34). Alianza Editorial. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers CollegeRecord, 108(6), 1017-1054. OECD. (2015). Students, computers and learning: Making the connection. OECD Publishing. Olson, J. (2010). OP-ED: Trojan horse or teacher's pet? Computers and the culture of the school. *Journal of Curriculum Studies, 32*(1), 1-8. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Reynolds, D., Teddlie, C., Hopkins, D., & Stringfield, S. (2000). Linking school effectiveness and school improvement: A commentary on three articles. School Effectiveness and School Improvement, 11(1), 1-18. Ritchey, F. J. (2006). *Estadística para ciencias sociales* (2nd ed.). New York: McGraw-Hill Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press Salomon, G. (1990). The computer lab: A bad idea now sanctified. *Educational Technology, 30*(8), 50-52. Selwyn, N. (2013). Digital technology and the contemporary university: Degrees of digitization. London: Routledge. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14 Stoll, L. (1999). School improvement: A handbook for principals, teachers, and parents. Open University Press. Stoll, L. (2010). Realising our potential: Understanding and developing capacity for lasting improvement. *School Effectiveness and School Improvement, 10*(4), 503-532. Sunkel, G., Trucco, D., & Espejo, A. (2014). The role of school principals in the implementation of ICT policies in Latin America: A comparative analysis of Chile and Uruguay. International Journal of Educational Development, 39, 101-111. Tang, P. S., & Ang, P. H. (2002). The diffusion of information technology in Singapore schools: A process framework. *New Media & Society, 4*(4), 457-468. Tondeur, J., et al. (2017). Developing a validated instrument to measure preservice teachers' ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472. Tondeur, J., van Braak, J., & Valcke, M. (2006). Curricula and the use of ICT in education: Two worlds apart? *British Journal of Educational Technology, 38*(5), 962-976. Triggs, P., & John, P. (2004). From transaction to transformation: Information and communication technology professional development and the formation of communities of practice. *Journal of Computer Assisted Learning, 20*(5), 416-439. Trucano, M. (2010). Knowledge maps: ICT in education in Latin America. infoDev/World Bank. UNESCO (2018). Integración de las TIC en la educación. Análisis de la preparación y capacitación del docente. UNESCO. (2016). ICT Competency Framework for Teachers. UNESCO. UNESCO. (2018). Marco de Referencia de la Competencia Digital Docente. UNESCO. Visscher, A. J., & Coe, R. (2010). School performance feedback systems: Conceptualisation, analysis and reflection. *School Effectiveness and School Improvement, 14*(3), 321-349. Voogt, J., & Pelgrum, W. J. (2005). ICT and curriculum change. Human Technology, 1(2), 157-175. Wang, Q., & Woo, H. L. (2007). Examining technology acceptance by school teachers: A longitudinal study. Computers & Education, 48(2), 172-192. Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. MIT Press Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320. Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. |
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Arias Quintero, Pedro AlbertoMartínez Ardila, Andrea CristinaTrujillo Trujillo, Carlos Francisco2024-07-17T13:38:35Z2024-07-17T13:38:35Z2024-07-15Trujillo Trujillo, C. F. (2024). Políticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativas [Tesis de posgrado, Universidad Cooperativa de Colombia]. Repositorio institucional Universidad Cooperativa de Colombia. https://hdl.handle.net/20.500.12494/56355https://hdl.handle.net/20.500.12494/56355La integración efectiva de las Tecnologías de la Información y la Comunicación (TIC) en las instituciones educativas (IE) del departamento del Huila, Colombia, es un tema de crucial importancia para el desarrollo educativo y social de la región. Sin embargo, la investigación en este campo ha sido limitada y no ha explorado en profundidad la relación entre las políticas escolares locales, los factores institucionales y el uso pedagógico de las TIC en el aula.The effective integration of Information and Communication Technologies (ICT) in educational institutions (EI) in the department of Huila, Colombia, is a matter of crucial importance for the educational and social development of the region. However, research in this field has been limited and has not thoroughly explored the relationship between local school policies, institutional factors, and the pedagogical use of ICT in the classroom.Introducción -- Planteamiento del Problema -- Justificación -- Objetivos -- Marco teórico -- Estado del Arte -- Marco conceptual -- Metodología -- Resultados -- Conclusiones -- Discusión -- Referentes bibliográficos --MaestríaMagister en gestión de tecnologías de la información34 p.application/pdfspaUniversidad Cooperativa de Colombia, Facultad de Ingenierías, Maestría en Gestión de Tecnologías de la Información, BucaramangaMaestría en Gestión de Tecnologías de la InformaciónIngenieríasBucaramangaBucaramangahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2000 - Ciencias de la computación, información y obras generalesPolíticaApoyoFormaciónInstitucionesEducativasPolicySupportTrainingInstitutionsEducationalPolíticas, apoyo y formación, claves para el desarrollo de las TIC en las instituciones educativasTrabajo de grado - MaestríaTextinfo:eu-repo/semantics/masterThesishttp://purl.org/redcol/resource_type/TMinfo:eu-repo/semantics/acceptedVersionAdell, J., & Castañeda, L. (2012). Tecnologías emergentes, ¿pedagogías emergentes? En J. Hernández, M. Pennesi, D. Sobrino, & A. Vázquez (Eds.), Tendencias emergentes en educación con TIC (pp. 13-32). Asociación Espiral, Educación y Tecnología.Albirini, A. (2006). Teachers’ attitudes towards information and communication technologies: The case of Syrian EFL teachers. *Computers & Education, 47*(4), 373-398.Anderson, R. E., & Dexter, S. L. (2000). School Technology Leadership: Incidence and impact. Irvine, CA: Center for Research on Information Technology and Organizations, University of California.Area Moreira, M. (2010). Introducción a las tecnologías de la información y comunicación en la educación. Editorial Síntesis.Bates, A. W. (2019). Teaching in a Digital Age. Vancouver, BC: Tony Bates Associates Ltd.Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395-414.Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245Bryderup, I. M., & Kowalski, K. (2002). The role of local authorities in the integration of ICT in learning. *Journal of Computer Assisted Learning, 18*(4), 469-479.Cabero Almenara, J. (2014). Reflexiones sobre la integración de las TIC en la educación. RUSC. Universities and Knowledge Society Journal, 11(1), 197-208.Coll, C. (2013). El impacto de las TIC en la educación: Retos y oportunidades. En C. Coll & C. Monereo (Eds.), Psicología de la educación virtual (pp. 35-56). Morata.Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.Dawson, C., & Rakes, G. C. (2003). The influence of principals’ technology training on the integration of technology into schools. *Journal of Research on Technology in Education, 26*(1), 29-49.Dexter, S., Anderson, R. E., & Becker, H. J. (2014). Teachers’ views of computers as catalysts for changes in their teaching practice. *Journal of Research on Computing in Education, 31*(2), 221-239.Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.Gray, J. (1997). The leadership challenge of school restructuring. The Phi Delta Kappan, 79(3), 197-202.Gray, P. J. (1997). Viewing assessment as an innovation: Leadership and the change process. *New Directions for Higher Education, 25*(4), 5-15.Gros Salvat, B. (2011). Evolución y retos de la educación virtual. Construyendo el e-learning del siglo XXI. UOC.Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.Hopkins, D., & Reynolds, D. (2010). The past, present and future of school improvement: Towards the third age. *British Journal of Educational Technology, 27*(3), 459-476.Hughes, M., & Zachariah, S. (2001). An investigation into the relationship between effective administrative leadership styles and the use of technology. *International Electronic Journal for Leadership in Learning, 5*(1), 1-10.Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). The impact of ICT on learning outcomes: Evidence from PISA 2012. European Commission, Joint Research Centre.Kennewell, S., Parkinson, J., & Tanner, H. (2000). *Developing the ICT capable school.* London: RoutledgeFalmer.Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is 'enhanced' and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36.Knezek, G., Rogers, H., & Bosco, J. (2000). Technology Standards for School Administrators. Washington, D.C.: Collaborative for Technology Standards for School Administrators.Kozma, R. B. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156.Lai, K. W., & Pratt, K. (2004). ICT coordinators: The backbone of successful ICT integration in schools. Journal of Educational Administration, 42(6), 713-730.Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: The role of the computer coordinator. *British Journal of Educational Technology, 35*(4), 461-475.Law, N., et al. (2018). Technology-supported learning environments. Educational Technology & Society, 21(3), 173-188.Lawson, T., & Comber, C. (1999). Superhighways technology: Personnel factors leading to successful integration of information and communication technology in schools and colleges. *IT in Teacher Education, 8*(1), 41-53.Lawson, T., & Comber, C. (1999). Teachers and advisors working together: Supporting professional development in information technology. Journal of In-Service Education, 25(1), 145-159.MacBeath, J. (1999). *Schools must speak for themselves: The case for school self-evaluation.* London: Routledge and National Union of Teachers.Marchesi, Á., & Martín, E. (2015). Tecnología y educación en la era digital. En Á.Marchesi & E. Martín (Eds.), Nuevos retos educativos en la era digital (pp. 15-34). Alianza Editorial.Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers CollegeRecord, 108(6), 1017-1054.OECD. (2015). Students, computers and learning: Making the connection. OECD Publishing.Olson, J. (2010). OP-ED: Trojan horse or teacher's pet? Computers and the culture of the school. *Journal of Curriculum Studies, 32*(1), 1-8.Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.Reynolds, D., Teddlie, C., Hopkins, D., & Stringfield, S. (2000). Linking school effectiveness and school improvement: A commentary on three articles. School Effectiveness and School Improvement, 11(1), 1-18.Ritchey, F. J. (2006). *Estadística para ciencias sociales* (2nd ed.). New York: McGraw-HillRogers, E. M. (2003). Diffusion of innovations (5th ed.). Free PressSalomon, G. (1990). The computer lab: A bad idea now sanctified. *Educational Technology, 30*(8), 50-52.Selwyn, N. (2013). Digital technology and the contemporary university: Degrees of digitization. London: Routledge.Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14Stoll, L. (1999). School improvement: A handbook for principals, teachers, and parents. 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