The promotion of digital agency in future educator training
DOI:
https://doi.org/10.35622/j.rie.2023.05v.008Keywords:
digital agency, teacher training, identity, educational practiceAbstract
The research aimed to understand how students, future teachers in the Teaching and Bachelor's programs in Early Education, perceived themselves in relation to digital agency, i.e., the ability to adapt to a digital world, after participating in an educational experience mediated by the use of Empowerment and Participation Technologies, specifically quick response codes. A qualitative study was conducted, involving university students from Argentina (n=22), selected through convenience sampling, using a questionnaire as a data collection instrument. The results show that students value the importance of creating agential contexts for the development of digital competence, responsibility, and confidence, which, in turn, can promote reflections on constructed professional identities, as well as rethink ideas and beliefs regarding technologies, empowering and innovating their future teaching practices.
References
Aagaard, T. y Lund, A. (2020). Digitalization of teacher education. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 56-71.
Abad, J. (2009). Usos y funciones de las artes. En L. Jiménez et al. (Eds.), Educación artística, cultura y ciudadanía. OEI-Fundación Santillana.
Albastroiu, I., y Felea, M. (2015). Exploring the potential of QR codes in higher education considering the attitudes and interests among Romanian students. Paper presented at the The International Scientific Conference eLearning and Software for Education. https://www.ceeol.com/search/article-detail?id=289784
Alcalá, M., Demuth, P. y Quintana, M. (2014). Aproximación a los procesos de construcción de la identidad profesional docente universitaria. Entramados: educación y sociedad, 1, 155-167. https://fh.mdp.edu.ar/revistas/index.php/entramados/article/view/1087
Bader, M., Iversen, S. y Burner, T. (2021). Students’ perceptions and use of a new digital tool in teacher education. Nordic Journal of Digital Literacy, 16(1), 21-33. https://doi.org/10.18261/issn.1891-943x-2021-01-03
Beauchamp, C. y Thomas, L. (2009) Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education, 39, 175-189. https://doi.org/10.1080/03057640902902252
Bericat, E. (1998). La integración de los métodos cuantitativo y cualitativo en la investigación social. Ariel.
Brevik, L. M., Gudmundsdottir, G., Lund, A y Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teachers and Teacher Education, 86, 1-15.
Brox, H. (2016). Troublesome tools. How can Wikipedia editing enhance student teachers’ digital competence? Acta Didáctica, 10(2), 329–346.
Brox, H. (2017). What’s in a wiki? Issues of agency in light of student teachers’ encounters with wiki technology. Nordic Journal of Digital Literacy, 14(4), 129-142. https://doi.org/10.18261/issn.1891-943x-2017-04-03
Chee, Y., Mehrotra, S. y Ong, J. (2015). Professional development for scaling pedagogical innovation in the context of game-based learning: Teacher identity as cornerstone in “shifting” practice. Asia-Pacific Journal of Teacher Education, 43(5), 423-437. https://doi.org/10.1080/1359866x.2014.962484
Collins, A. y Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18-27.
Coma Quintana, L. (2013). Dinamizar y digitalizar la ciudad: itinerarios urbanos, dispositivos, móviles y códigos QR. Her&Mus. Heritage & Museography, 13, 63-68.
Drange, E-M. D. y Birkeland, N. R. (2016). Digitalt innfødte eller digital velfødde? En studie av lærerstudenters tekstpraksis generelt og i studiesituasjonen. E.S. Tønnessen, N.R. Birkeland, E.-M. D. Drange, G. Kvåle, G.-R. Rambø & M. Vollan (Eds.) Hva gjør lærerstudenter når de studerer? Lesing, skriving og multimodale tekster i norsk grunnskolelærerutdanning (pp. 54-70). Universitetsforlaget. https://doi.org/10.18261/9788215026312-2016
Dutch Educational Council (2013). Being a teacher. More attention for personal professionalism. Education Council. https://www.onderwijsraad.nl/english/publications
Engeness, I. (2020). Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education, 38(1), 42-62. https://doi.org/10.1080/02635143.2019.1576604
Erickson, F. (1989). Métodos cualitativos de investigación sobre la enseñanza. M. Wittrok (Ed.), La investigación de la enseñanza II. Métodos cualitativos de observación (pp. 203-47). Paidós MEC.
Escurra, L. (1988). Cuantificación de la Validez de contenido por criterio de jueces. Revista de Psicología, 6(1-2), 103-111. https://doi.org/10.18800/psico.198801-02.008
Esteve-Mon, F., Gisbert-Cervera, M., y Lázaro-Cantabrana, J. (2016). La competencia digital de los futuros docentes: ¿Cómo se ven los actuales estudiantes de educación? Perspectiva Educacional, 55(2). https://dx.doi.org/10.4151/07189729-Vol.55-Iss.2-Art.412
Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Seville. http://ftp.jrc.es/EURdoc/JRC83167.pdf
García Navarro, E. y Fernández Munín, C. (2017). TIC, TAC, TEP, TRIC. Guix: Elements d'acció educativa, 440, 78-78. https://dialnet.unirioja.es/servlet/articulo?codigo=6260142
Ketelaar, E., Koopman, M., Den Brok, P., Beijaard, D, y Bosh-uizen, H. P. (2014). Teachers’ learning experiences in relation to their owner-ship, sense-making and agency. Teachers and Teaching, 20(3), 314-337. https://doi.org/10.1080/13540602.2013.848523
Koehler, M. y Mishra P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Kongsgården, P. y Krumsvik, R. (2016). Use of tablets in primary and secondary school - a case study. Nordic Journal of Digital Literacy, 11(4), 248-270. https://doi.org/10.18261/issn.1891-943x-2016-04-03
Latorre, I. y Edimer L. (2018). Las TIC, las TAC y las TEP: innovación educativa en la era conceptual. Universidad Sergio Arboleda.
Llonch, N. (2017). Propuesta de modelo de enseñanza-aprendizaje de la historia en formación de maestros/as a través de la didáctica del objeto. REDU. Revista de Docencia Universitaria, 15(1), 147-174. https://doi.org/10.4995/redu.2017.5994
Lucas, H. C. (2016). Technology and the disruption of higher education. World Scientific.
Lund, A. y Aagaard, T. (2020). Digitalization of teacher education: ¿Are we prepared for epistemic change? Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 56–71. https://doi.org/10.7577/njcie.3751
Lund, A., Furberg, A., Bakken, J. y Engelien, K.L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 280-298
Mäkitalo, Å. (2016). On the notion of agency in studies of interaction and learning. Learning, Culture and Social Interaction 10, 64–67.
Monereo, C. y Badia, A. (2020). Un enfoque dialógico del self para comprender la identidad del profesor en tiempos de innovaciones educativas. Quaderns de psicologia. International journal of psychology, 22(2), e1572. https://doi.org/10.5565/rev/qpsicologia.1572
Nagel, I., Guðmundsdóttir, G. y Afdal, H. (2023). Teacher educators’ professional agency in facilitating professional digital competence. Teaching and Teacher Education, 132, 104238. https://doi.org/10.1016/j.tate.2023.104238
Oolbekkink-Marchand, H., Hadar, L., Smith, K., Helleve, I. y Ulvik, M. (2017). Teachers' perceived professional space and their agency. Teaching and Teacher Education, 62, 37-46. https://doi.org/10.1016/j.tate.2016.11.005
Passey, D., Shonfeld, M., Appleby, L. Judge, M., Saito, T. y Smits, A. (2018). Agencia Digital: Empoderando la Equidad en ya través de la Educación. Tech Know Learn, 23, 425–439. https://doi.org/10.1007/s10758-018-9384-x
Pearce, K. y Rice, R. (2017). Somewhat separate and unequal: Digital divides, social networking sites, and capital-enhancing activities. Social Media and Society, 3(2), 1-16.
Pinto-Santos, A. R., Pérez-Garcias, A. y Darder Mesquida, A. (2023). Training in Teaching Digital Competence: Functional Validation of the TEP Model. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 39–52. https://doi.org/10.24310/innoeduca.2023.v9i1.15191
Priestley, M., Biesta, G. J. J. y Robinson, S. (2015). Teacher agency: ¿what is it and why does it matter? R. Kneyber & J. Evers (eds.), Flip the System: Changing Education from the Bottom Up. Routledge.
Quintero, S. P., Díaz, Á. M., y Ortiz, G. E. (2015). Modelo de mediaciones pedagógicas y tecnológicas para entender e incorporar adecuadamente procesos pedagógicos-comunicativos-tecnológicos de ambientes virtuales de aprendizaje en la Policía Nacional de Colombia. Revista Logos. Ciencia & Tecnología, 6(2), 188–197.
Ramsden, A. (2008). A future for mobile learning. Paper presented at IAS Mobile Workshop. University of Bristol. https://researchportal.bath.ac.uk/en/publications/a-future-for-mobile-learning
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. JRC Science Hub. https://ideas.repec.org/p/ipt/iptwpa/jrc107466.html
Reig, D. (2013). Bienvenidos a la sociedad aumentada: redes sociales para gente sociable. Crítica, 985, 26-29.
Rigo, D. Y. (2023). Formación docente y agencia. Desafíos y debates actuales en torno a las TIC. Presentación en las XII Jornadas de Investigación en Educación. Problemáticas contemporáneas e investigación educativa: derechos, democratización y desigualdades. Universidad Nacional de Córdoba.
Rigo, D. Y., Llanes, L. y Rovere, R. (2022). Expandir la clase y transformar el compromiso agente de futuros formadores. Investigación Valdizana, 16(3), 121–130. https://doi.org/10.33554/riv.16.3.1483
Rigo, D., y Rovere, R. (2021). El compromiso académico estudiantil presente en una educación expandida por el uso de las TIC. Revista Andina De Educación, 4(2), 46–55. https://doi.org/10.32719/26312816.2021.4.2.6
Rinaudo, M. C. (2019). El estudio de la identidad en el campo de la Psicología Educacional. P. Paoloni, C. Rinuado y R. Martín. (Comps.) Yo, tú… ellos y nosotros. Competencias socioemocionales en la construcción de identidades (pp. 21-74). Brujas.
Robson, J. (2018). Performance, Structure and Ideal Identity: reconceptualising teachers’engagement in online social spaces. Oxford University Department of Education. https://cutt.ly/lwYBwvnD
Rodríguez, J. y Gallardo, O. (2020). Perfil docente con visión inclusiva: TIC, TAC, TEO y las habilidades docentes. Asociación Colombiana de Facultades de Ingeniería. https://acofipapers.org/index.php/eiei/article/view/731/736
Røkenes, F. M. (2016). Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching. Acta Didactica Norge, 10(2), 311–328. https://doi.org/10.5617/adno.2431
Salinas-Ibáñez, J., y De-Benito, B. (2020). Construction of personalized learning pathways through mixed methods. Comunicar, 65, 31-42. https://doi.org/10.3916/C65-2020-03
Sangrá, A. y González, M. (2004). El profesorado universitario y las TIC: redefinir roles y competencias. A. Sangrá y M. González (Coords). La transformación de las universidades a través de las TIC: discursos y prácticas (pp. 73-98). UOC.
Singh, A. B., y Søvik, H.G. (2023). Engendering Transformative Learning in an Institutional xMOOC. In: Pinheiro, R., Edelhard Tømte, C., Barman, L., Degn, L., Geschwind, L. (eds) Digital Transformations in Nordic Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-27758-0_6
Tan, L. (2022). Teacher identity, teacher agency and teaching competence in Covid-19 turn. Nur Arifah Drajati y Kristian Adi Putra (Edit). Teacher Education and Teacher Professional Development in the COVID-19 Turn. Routledge. https://doi.org/10.1201/9781003347798
Trilla, J. (1997). La educación y la ciudad. Revista Educación y Ciudad, (2), 6-19.
Vasilachis, I. (2006). Estrategias de investigación cualitativa. Gedisa.
Viñals Blanco, A., y Cuenca Amigo, J. (2016). El rol del docente en la era digital. Revista Interuniversitaria de Formación del Profesorado, 30(2), 103-114.
Wenger, E. (2001). Comunidades de práctica. Aprendizaje, significado e identidad. Paidós.
Zambrano Farias, F. J., y Balladares Ponguillo, K. A. (2017). Sociedad del conocimiento y las TEPs. INNOVA Research Journal, 2(10), 169–177. https://doi.org/10.33890/innova.v2.n10.2017.534
Published
Issue
Section
License
Copyright (c) 2023 Daiana Rigo, Romina Rovere (Autor/a)
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.