DOI:
https://doi.org/10.14483/udistrital.jour.calj.2014.2.a04Published:
2014-09-22Issue:
Vol 16, No 2 (2014) July-DecemberSection:
Research ArticlesPreparing Net Gen pre-service teachers for digital native classrooms
Educación inicial de profesores de la generación.Net para aulas de nativos digitales
Keywords:
ciber-aprendizaje, estaciones de trabajo de ciber-aprendizaje, tecnología educativa, profesores formación de la generación en red, integración de tecnologías (es).Keywords:
Educational technology, cyberlearning workstations, technology integration, cyberlearning, pre-service teachers, Net Gen (en).Abstract (en)
This paper explores Net Gen pre-service teachers’ perspectives of future digital native classrooms based on the National Education Technology Plan (U.S. Department of Education, 2010). Participants were seven Net Gen pre-service teachers enrolled in a semester-long laboratory of practice project for Literacy Development for English Language Learners. Data were collected using a narrative strategy (Ginsburg, cited in Riessman, 1993) which consisted of analyzing information from participants’ life stories produced during two audiotaped focus group conversations. Findings showed that pre-service teachers had positive perceptions and beliefs toward the laboratory of practices based on the experimental cyberlearning workstation framework designed by the authors. The hands-on experiences helped them enhance their digital native-like citizenship in order to meet future students’ individual abilities and learning styles, and to encourage teaching with digital technologies. Some recommendations and limitations are also addressed.
Abstract (es)
Este artículo explora las perspectivas de profesores de la generación en red en formación sobre futuras aulas de nativos digitales, basadas en el Plan de Educación Tecnológica Nacional (Departamento de Educación de Estados Unidos, 2010). Los participantes fueron siete futuros docentes de la generación en red, inscritos en un laboratorio de un semestre de duración del proyecto de práctica para el Desarrollo de la Alfabetización para estudiantes del idioma inglés. Los datos fueron recolectados a través de una estrategia narrativa (Ginsburg, citado en Riessman, 1993), que consistía en analizar la información de las historias de vida de los participantes, producidas en dos conversaciones grabadas en video con grupos focales. Los resultados mostraron que los profesores en formación tenían percepciones positivas y creencias hacia el laboratorio de prácticas basadas en el marco de trabajo CyberLearning experimental diseñado por los autores. Las experiencias prácticas ayudaron a mejorar su ciudadanía de nativo digital con el fin de satisfacer las futuras capacidades individuales de los alumnos y estilos de aprendizaje, y para fomentar la enseñanza con tecnologías digitales. De igual manera, se abordan algunas recomendaciones y limitaciones.
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