WHAT DO PROFESSORS OF INITIAL TEACHING TRAINING PROGRAMS BELIEVE AND DO CONCERNING DIGITAL TECHNOLOGIES?

FONDECYT PROJECT 11110455

Barcelona, June 20th , 2014

Jose Miguel Garrido-Miranda Valentina Haas

Sonia Pino

www.pedagogia.ucv.cl

INTRODUCTION What´s the problem?

THEORETICAL DISCUSSIONWhy should we research about it ?

Investigation (Fondecyt Project 11110455),

3. RESEARCH DESIGN

RESULTS

RESULTS

RESULTS

Pedagogical Dimension Lesson description %

Directive teaching

In my lessons I face the contents articulating my lectures, some of the most important readings and tests at the end of the units when evaluating the students in order to check how much they have learned.

24.8

Cognitive Activities learning

In my lessons I face the contents through class to class activities in which I ask my students to work on concept mapping.

4.4

Constructive Learning

In my lessons I face the contents through activities in which the students must work on problem solving or research projects.

51.3

Social Learning

In my lessons I face the contents through activities in which the students must discusse, analyse, deepen with other students the topics they should learned.

19.5

Table 1. Informant ´s distribution concerning pedagogical intencionality in their lessons.

RESULTS

1. “It's absurd to imagine that in today's society, a student can function in life without using digital technologies such as cell phone, email or the Internet.«

2 “Incorporate ICT in peoples education is essential because they provide

access to new opportunities for the most vulnerable sectors of society"

Table 2. Beliefs shared by professors that prefer constructivist lesson design and social learning

RESULTSICT BELIEFS AND USE IN DIRECTIVE TEACHING

RESULTSICT BELIEFS AND USE IN COGNITIVE LEARNING ACTIVITIES

RESULTSICT BELIEFS AND USE IN CONSTRUCTIVE LEARNING ACTIVITIES

RESULTSICT BELIEFS AND USE IN SOCIAL LEARNING ACTIVITIES

CONCLUSIONS

PROYECTIONS