Pre-service teachers’ perceptions and training contributions towards ICT use
| dc.contributor.author | Bueno-Alastuey, María Camino | |
| dc.contributor.author | Villarreal Olaizola, Izaskun | |
| dc.contributor.department | Ciencias Humanas y de la Educación | es_ES |
| dc.contributor.department | Giza eta Hezkuntza Zientziak | eu |
| dc.date.accessioned | 2021-04-07T07:21:01Z | |
| dc.date.available | 2021-04-07T07:21:01Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | Investigaciones previas han concluido que las TIC se emplean escasamente en las aulas de Educación Infantil y Primaria debido en parte a una insuficiente formación en TIC. Este estudio explora su uso y la validez de una propuesta de formación basándose en una encuesta completada por dos grupos de estudiantes durante su periodo de prácticas. Los resultados indican un uso más frecuente de herramientas tradicionales que de colaborativas y sugieren que un curso específi co de TIC dota al alumnado de un kit de herramientas más amplio, favorece una opinión crítica sobre su uso y genera voluntad de intervención. | es_ES |
| dc.description.abstract | Previous studies have concluded that ICT are underused in primary and early childhood classrooms partly due to lack of appropriate training. This study explores ICT use and the validity of a training proposal as reported on a survey by two groups of students after their teaching practicum. Results showed traditional technological tools were used more frequently than collaborative tools and suggest that receiving an instructional technology course provided students with a broader toolkit of ICT tools, a more critical opinion of technology use and an increased sense of agency. | en |
| dc.description.sponsorship | The authors would like to acknowledge I-Communitas, the Institute for Advanced Social Research from the Public University of Navarre. | en |
| dc.format.extent | 23 p. | |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.doi | 10.15581/004.41.002 | |
| dc.identifier.issn | 1578-7001 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/39507 | |
| dc.language.iso | eng | en |
| dc.publisher | Universidad de Navarra | es_ES |
| dc.relation.ispartof | Estudios sobre Educación, Vol. 41 (2021) | es_ES |
| dc.relation.publisherversion | https://doi.org/10.15581/004.41.002 | |
| dc.rights | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) | en |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject | TIC | es_ES |
| dc.subject | Percepción | es_ES |
| dc.subject | Aprendizaje activo | es_ES |
| dc.subject | Formación preparatoria de docentes | es_ES |
| dc.subject | ICT | en |
| dc.subject | Experiential learning | en |
| dc.subject | Attitudes | en |
| dc.subject | Preservice teacher education | en |
| dc.title | Pre-service teachers’ perceptions and training contributions towards ICT use | en |
| dc.title.alternative | Percepciones y enseñanza del uso de TIC por maestros en formación | es_ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dspace.entity.type | Publication | |
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