SciELO - Scientific Electronic Library Online

 
 número58Creencias sobre el Crecimiento Infantil de los padres y madres en situación de pobreza de Concepción del UruguayAnálisis del consumo eléctrico en el Valle Antinaco-Los Colorados: Relevancia del sector agrícola índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

  • No hay articulos citadosCitado por SciELO

Links relacionados

  • No hay articulos similaresSimilares en SciELO

Compartir


Ciencia, docencia y tecnología

versión On-line ISSN 1851-1716

Resumen

REYES-GONZALEZ, David; GARCIA CARTAGENA, Yonnhathan  y  ROJAS CASTRO, Pablo. Creencias de profesores en formación sobre el uso de Pizarras interactivas de bajo costo. Cienc. docencia tecnol. [online]. 2019, n.58, pp.158-181. ISSN 1851-1716.

This paper shows the results of a research that uses the qualitative instrument based on the Theory of Planned Behavior (tpb), in order to obtain the pedagogical beliefs towards the implementation of a human interface device similar to interactive whiteboards. The instrument was applied to preservice teachers who participated in a course about technical and pedagogical uses of whiteboards. The answer set was subjected to content analysis to generate categories of beliefs in the field of personal, contextual and control, which would mediate in its implementation. Subsequently, quantitative criteria were used to select those beliefs that form part of the main methodological tool of tpb. A total of sixteen beliefs were selected to join the group as a modal approach that includes both the coverage of subjects and quantity of beliefs, and finally set up the modal. These beliefs are used to design a structure aimed at training teachers in training.

Palabras clave : Computers uses in education; Educational models; Computer assisted instruction; Digital divide; Research projects.

        · resumen en Español | Portugués     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons