Conocimientos tecnológicos-pedagógicos y uso de tecnologías digitales en la enseñanza remota de emergencia por docentes universitarios
DOI:
https://doi.org/10.37177/UNICEN/EB32-336Palabras clave:
conocimiento, tecnología digital, pedagogía, enseñanza remota, educación superiorResumen
A raíz de la emergencia sanitaria surgida por la COVID-19 se vieron alteradas las prácticas de enseñanza, incluidas las de nivel universitario. En este trabajo, se describe el diseño metodológico y los resultados de una investigación cuyo objetivo fue analizar el nivel de conocimiento tecnológico-pedagógico y el uso de tecnologías digitales de los docentes de una universidad pública mexicana que enfrentaron el reto de enseñar de forma remota durante la pandemia. Para la recolección de los datos se aplicó un cuestionario
electrónico a 384 profesores y se analizaron frecuencias, contrastes y correlaciones de variables. Se encontró que los docentes presentan un nivel de conocimiento tecnológico medio, siendo las tecnologías digitales para enseñar y evaluar las menos utilizadas. Se detectó además una correlación entre uso de tecnologías y conocimientos tecnológico-pedagógicos significativa, donde destaca la edad de los profesores como variable moderadora de dichos conocimientos.
Citas
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Control. SSSP Springer Series in Social Psychology. Springer, Berlin, Heidelberg. Recuperado de https://doi.org
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Albrahim, F. (2020). Online Teaching Skills and Competencies. Turkish Online Journal of Educational Technology.
19(1), 9-20. Recuperado de https://files.eric.ed.gov/fulltext/EJ1239983.pdf
Almerich, G., Suárez, J., Jornet, J. & Orellana, M. (2011). Las competencias y el uso de las Tecnologías de Información
y Comunicación (TIC) por el profesorado: estructura dimensional. Revista electrónica de investigación educativa,
13(1), 28-42. Recuperado de http://www.scielo.org.mx/pdf/redie/v13n1/v13n1a2.pdf
Almusharraf, N., & Khahro, S. (2020). Students Satisfaction with Online Learning Experiences during the
COVID-19 Pandemic. International Journal Of Emerging Technologies In Learning (IJET), 15(21), 246-267.
Recuperado de http://dx.doi.org/10.3991/ijet.v15i21.15647
Angeli, C., Valanides, N. & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content
knowledge. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators: Second Edition.
Recuperado de https://doi.org/10.4324/9781315771328
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vg
Compeau, D., Higgins, C., y Huff, S. (1999). Social Cognitive Theory and Individual Reactions to computing
Technology: A longitudinal Study. MIS Quarterly, 23(2), 145-158. Recuperado de https://doi.org/10.2307/2
49749
Davis, F, Baggozzi, P. y Warshaw, R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace.
Journal of Applied Social Psychology, 22(14). Recuperado de https://doi.org/10.1111/j.1559-1816.1992.tb009
45.x
Davis, F., Bagozzi, R. y Warshaw, P. (1989). User Acceptance of Computer Technology: A Comparison of Two
Theoretical Models. Management Science. 35(8) 982-1003. Recuperado de https://doi.org/10.1287/mnsc.35.8
.982
Dreeseni, T., Akseeri, S., Brossardi, M., Dewanii P., Giraldoii, J. P., Kameii, A., Mizunoyaiii, S. & Ortizi, J. (2020).
Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in
127 countries. UNICEF. Innocenti Research Brief 2020-10. Recuperado de https://www.unicef-irc.org/publica
tions/pdf/IRB%202020-10%20CL.pdf
Dussel, I., Ferrante, P. y Pulfer, P. (2020). Nuevas ecuaciones entre educación, sociedad, tecnología y Estado. Pensar la educación en tiempos de pandemia. Entre la emergencia, el compromiso y la espera (pp. 351-368). Buenos Aires,
Argentina: UNIPE: Editorial Universitaria. Recuperado de https://es.calameo.com/read/0064002942173471
49015
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Challenges in Emergency Situations. Societies, 10(4) 86. Recuperado de https://doi.org/10.3390/soc10040086
Fishbein, M. y Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading,
Mass., Don mills Ontario: Addison-Wesley Pub. Co.
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Covid-19. Apertura. 13(1). Recuperado de http://dx.doi.org/10.32870/Ap.v13n1.1942
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ps://www.toptools4learning.com/edu100/
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and online learning. EDUCAUSE Review. Recuperado de https://er.educause.edu/articles/2020/3/the-differe
nce-between-emergency-remote-teachingand-online-learning
INFOBAE (2020). SEP: el regreso a clases será el 24 de agosto a distancia en conjunto con televisoras. Recuperado
de https://www.infobae.com/america/mexico/2020/08/03/en-vivo-el-inicio-del-ciclo-escolar-sera-el-24-de-ag
osto-con-clases-presenciales-solo-en-semaforo-verde/
Kiekel, J., Mczeal, W. & Flores, S. (2020). Teaching with a Non-Traditional Mindset: Lessons Learned from In-service
Teachers. In: Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). Teaching,
Technology, and Teacher Education during the COVID-19 Pandemic: Stories From the Field (pp. 568-574).
Association for the Advancement of Computing in Education (AACE). Recuperado de https://www.learntec
hlib.org/p/216903/
Ladrón, L., Almagro, B. J. y Cabero, J. (2021). Cuestionario TPACK para docentes de Educación física. Campus
Virtuales, 10(1). Recuperado de http:// http://uajournals.com/ojs/index.php/campusvirtuales/article/view/763/441
Mishra, P. y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.
Teachers College Record. 108 (6), 1017–1054. Recuperado de http://one2oneheights.pbworks.com/f/MISHR
A_PUNYA.pdf
Mishra, P. & Koehler, M. J. (2007). Technological Pedagogical Content Knowledge (TPCK): Confronting the
Wicked Problems of Teaching with Technology. en R. Carlsen, K. McFerrin, J. Price, R. Weber & D.
Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International
Conference (pp. 2214-2226). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Recuperado de https://www.learntechlib.org/primary/p/24919/.
Moreno, G. (2013). Competencias Docentes del Uso de las TIC en la Universidad de Sonora. [Tesis para obtener
grado de Maestría]. Universidad de Sonora, México.
Mursyidah, H., Hermoyo, R. & Suwaibah, D. (2021). Does flipped learning method via MOODLE can improve
outcomes and motivation of discrete mathematics learning during COVID-19 pandemic? Journal of Physics:
Conference Series. Recuperado de doi:10.1088/1742-6596/1720/1/012007
Olivier, R. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of
Marketing Research. 17(4), p. 460-469. Recuperado de https://doi.org/10.1177/002224378001700405
Pierce-Friedman, K. & Wellner, L. (2020). Faculty Professional Development in Creating Significant Teaching and
Learning Experiences Online. En L. Kyei-Blankson, E. Ntuli, & J. Blankson (Ed.), Handbook of Research on
Creating Meaningful Experiences in Online Courses (pp. 1-13). doi:10.4018/978-1-7998-0115-3.ch001. IGI Global.
Portillo-Berasaluce, J., López de la Serna, A. & Bilbao-Quintana, N. (2020). COVID-19: ¿Cómo abordar la ‘nueva
enseñanza’ si la mitad de los estudiantes no tiene internet ni ordenador?’ The Conversation. Recuperado
de https://theconversation.com/covid-19-como-abordar-la-nueva-ensenanza-si-la-mitad-de-los-estudiantes-no
-tiene-internet-ni-ordenador-143478.
Puentedura, R. (2006). Transformation, Technology, and Education. Hippasus. Recuperado de http://hippasus.com
/resources/tte/
Rahiem, M. (2020). Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency
Remote Learning. Universal Journal of Educational Research, 8 (11B), 6124 - 6133. DOI:10.13189/ujer.2020.082248.
Reimers, F., Schleicher, A., Saavedra, J. & Tuominen, S. (2020). Supporting the continuation of teaching and learning
during the COVID-19 Pandemic. Annotated resources for online learning. OECD. Recuperado de https://globaled.gse.harvard.edu/files/geii/files/supporting_the_continuation_of_teaching.pdf
Rogers, E. (1995). Difussion of Innovation. 4° ed. Nueva York, Estados Unidos: The Free Press.
Ryn, A. S. & Sandaran, S. C. (2020). Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the
Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'. LSP International Journal, 7(1). Recuperado
de https://doi.org/10.11113/lspi.v7n1.100
Schildkamp, K., Wopereis, I., Kat-De Jong, M., Peet, A. & Hoetjes, I. (2020). Building blocks of instructor professional
development for innovative ICT use during a pandemic. Journal of Professional Capital and Community. 5(3/4),
281-293. Recuperado de https://doi.org/10.1108/JPCC-06-2020-0034
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–
14. Recuperado de https://doi.org/10.3102/0013189X015002004
Thompson, R., Higgins, A. & Howell, J. (1991). Personal Computing: Toward a Conceptual Model of Utilization.
MIS Quarterly, 15(1), 124-143. Recuperado de https://doi.org/10.2307/249443
Tzifopoulos, M. (2020). In the shadow of Coronavirus. Distance education and digital literacy skills in Greece.
International Journal of Social Science and Technology, 5(2), 1-14. Recuperado de https://www.scirp.org/
(S(351jmbntvnsjt1aadkozje))/reference/referencespapers.aspx? referenceid= 2847521
UNESCO (2020). Serie de Seminarios Web para América Latina y el Caribe: No dejar a nadie atrás en tiempos de la
pandemia del COVID-19. Recuperado de https://es.unesco.org/fieldoffice/santiago/covid-19-education-alc/seminarios-web.
UNICEF (2020). La educación frente al covid-19. Propuestas para impulsar el derecho a la educación durante la
emergencia. Recuperado de https://www.aprendeencasa.mx/assets/archivos/unicef-educa-covid19-propuestasproteger-derecho-educacion-emergencia-0.pdf.
Venkatesh, V. y Davis, F. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field
studies. Management Science, 46(2), 186-204. Recuperado de https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M., Davis, G. y Davis, F. (2003). User acceptance of information technology: Toward a unified
view. MIS Quarterly, 27(3), 425-478. Recuperado de https://doi.org/10.2307/30036540
Zabalza, M. A. (2003). Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Madrid,
España: Narcea. Recuperado de http://www.untumbes.edu.pe/vcs/biblioteca/document/varioslibros/Competencias%20docentes%20del%20profesorado%20universitario.%20Calidad%20y%20desarrollo%20profesional.pdf
Zhang, T. (2020). Learning from the Emergency Remote Teaching-Learning in China When Primary and Secondary
Schools Were Disrupted by COVID-19 Pandemic. Education Faculty Publications 101. DOI: 10.21203/
rs.3.rs-40889/v1
Study of Teachers’ Attitudes, ICT Uses and Challenges. International Journal of Language Education, 4(2),
59-73. Recuperado de https://doi.org/10.26858/ijole.v4i2.10106
Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In: Kuhl J., Beckmann J. (eds) Action
Control. SSSP Springer Series in Social Psychology. Springer, Berlin, Heidelberg. Recuperado de https://doi.org
/10.1007/978-3-642-69746-3_2
Albrahim, F. (2020). Online Teaching Skills and Competencies. Turkish Online Journal of Educational Technology.
19(1), 9-20. Recuperado de https://files.eric.ed.gov/fulltext/EJ1239983.pdf
Almerich, G., Suárez, J., Jornet, J. & Orellana, M. (2011). Las competencias y el uso de las Tecnologías de Información
y Comunicación (TIC) por el profesorado: estructura dimensional. Revista electrónica de investigación educativa,
13(1), 28-42. Recuperado de http://www.scielo.org.mx/pdf/redie/v13n1/v13n1a2.pdf
Almusharraf, N., & Khahro, S. (2020). Students Satisfaction with Online Learning Experiences during the
COVID-19 Pandemic. International Journal Of Emerging Technologies In Learning (IJET), 15(21), 246-267.
Recuperado de http://dx.doi.org/10.3991/ijet.v15i21.15647
Angeli, C., Valanides, N. & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content
knowledge. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators: Second Edition.
Recuperado de https://doi.org/10.4324/9781315771328
Ayciriet, F. [Canal de Federico Ayciriet] (2020). Los desafíos de enseñar en tiempos de pandemia: Humanizar la práctica docente mediada por tecnología. Recuperado de https://www.youtube.com/watch?reload=9&v=_GujMK_qM
vg
Compeau, D., Higgins, C., y Huff, S. (1999). Social Cognitive Theory and Individual Reactions to computing
Technology: A longitudinal Study. MIS Quarterly, 23(2), 145-158. Recuperado de https://doi.org/10.2307/2
49749
Davis, F, Baggozzi, P. y Warshaw, R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace.
Journal of Applied Social Psychology, 22(14). Recuperado de https://doi.org/10.1111/j.1559-1816.1992.tb009
45.x
Davis, F., Bagozzi, R. y Warshaw, P. (1989). User Acceptance of Computer Technology: A Comparison of Two
Theoretical Models. Management Science. 35(8) 982-1003. Recuperado de https://doi.org/10.1287/mnsc.35.8
.982
Dreeseni, T., Akseeri, S., Brossardi, M., Dewanii P., Giraldoii, J. P., Kameii, A., Mizunoyaiii, S. & Ortizi, J. (2020).
Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in
127 countries. UNICEF. Innocenti Research Brief 2020-10. Recuperado de https://www.unicef-irc.org/publica
tions/pdf/IRB%202020-10%20CL.pdf
Dussel, I., Ferrante, P. y Pulfer, P. (2020). Nuevas ecuaciones entre educación, sociedad, tecnología y Estado. Pensar la educación en tiempos de pandemia. Entre la emergencia, el compromiso y la espera (pp. 351-368). Buenos Aires,
Argentina: UNIPE: Editorial Universitaria. Recuperado de https://es.calameo.com/read/0064002942173471
49015
Ferri, F., Grifoni, P. & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and
Challenges in Emergency Situations. Societies, 10(4) 86. Recuperado de https://doi.org/10.3390/soc10040086
Fishbein, M. y Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading,
Mass., Don mills Ontario: Addison-Wesley Pub. Co.
George, C. (2021). Competencias digitales básicas para garantizar la continuidad académica provocada por el
Covid-19. Apertura. 13(1). Recuperado de http://dx.doi.org/10.32870/Ap.v13n1.1942
Hart, J. (2021). Top Tools for Learning 2021. Results of the 15th Annual Learning Tools Survey. Recuperado de htt
ps://www.toptools4learning.com/edu100/
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching
and online learning. EDUCAUSE Review. Recuperado de https://er.educause.edu/articles/2020/3/the-differe
nce-between-emergency-remote-teachingand-online-learning
INFOBAE (2020). SEP: el regreso a clases será el 24 de agosto a distancia en conjunto con televisoras. Recuperado
de https://www.infobae.com/america/mexico/2020/08/03/en-vivo-el-inicio-del-ciclo-escolar-sera-el-24-de-ag
osto-con-clases-presenciales-solo-en-semaforo-verde/
Kiekel, J., Mczeal, W. & Flores, S. (2020). Teaching with a Non-Traditional Mindset: Lessons Learned from In-service
Teachers. In: Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). Teaching,
Technology, and Teacher Education during the COVID-19 Pandemic: Stories From the Field (pp. 568-574).
Association for the Advancement of Computing in Education (AACE). Recuperado de https://www.learntec
hlib.org/p/216903/
Ladrón, L., Almagro, B. J. y Cabero, J. (2021). Cuestionario TPACK para docentes de Educación física. Campus
Virtuales, 10(1). Recuperado de http:// http://uajournals.com/ojs/index.php/campusvirtuales/article/view/763/441
Mishra, P. y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.
Teachers College Record. 108 (6), 1017–1054. Recuperado de http://one2oneheights.pbworks.com/f/MISHR
A_PUNYA.pdf
Mishra, P. & Koehler, M. J. (2007). Technological Pedagogical Content Knowledge (TPCK): Confronting the
Wicked Problems of Teaching with Technology. en R. Carlsen, K. McFerrin, J. Price, R. Weber & D.
Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International
Conference (pp. 2214-2226). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Recuperado de https://www.learntechlib.org/primary/p/24919/.
Moreno, G. (2013). Competencias Docentes del Uso de las TIC en la Universidad de Sonora. [Tesis para obtener
grado de Maestría]. Universidad de Sonora, México.
Mursyidah, H., Hermoyo, R. & Suwaibah, D. (2021). Does flipped learning method via MOODLE can improve
outcomes and motivation of discrete mathematics learning during COVID-19 pandemic? Journal of Physics:
Conference Series. Recuperado de doi:10.1088/1742-6596/1720/1/012007
Olivier, R. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of
Marketing Research. 17(4), p. 460-469. Recuperado de https://doi.org/10.1177/002224378001700405
Pierce-Friedman, K. & Wellner, L. (2020). Faculty Professional Development in Creating Significant Teaching and
Learning Experiences Online. En L. Kyei-Blankson, E. Ntuli, & J. Blankson (Ed.), Handbook of Research on
Creating Meaningful Experiences in Online Courses (pp. 1-13). doi:10.4018/978-1-7998-0115-3.ch001. IGI Global.
Portillo-Berasaluce, J., López de la Serna, A. & Bilbao-Quintana, N. (2020). COVID-19: ¿Cómo abordar la ‘nueva
enseñanza’ si la mitad de los estudiantes no tiene internet ni ordenador?’ The Conversation. Recuperado
de https://theconversation.com/covid-19-como-abordar-la-nueva-ensenanza-si-la-mitad-de-los-estudiantes-no
-tiene-internet-ni-ordenador-143478.
Puentedura, R. (2006). Transformation, Technology, and Education. Hippasus. Recuperado de http://hippasus.com
/resources/tte/
Rahiem, M. (2020). Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency
Remote Learning. Universal Journal of Educational Research, 8 (11B), 6124 - 6133. DOI:10.13189/ujer.2020.082248.
Reimers, F., Schleicher, A., Saavedra, J. & Tuominen, S. (2020). Supporting the continuation of teaching and learning
during the COVID-19 Pandemic. Annotated resources for online learning. OECD. Recuperado de https://globaled.gse.harvard.edu/files/geii/files/supporting_the_continuation_of_teaching.pdf
Rogers, E. (1995). Difussion of Innovation. 4° ed. Nueva York, Estados Unidos: The Free Press.
Ryn, A. S. & Sandaran, S. C. (2020). Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the
Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'. LSP International Journal, 7(1). Recuperado
de https://doi.org/10.11113/lspi.v7n1.100
Schildkamp, K., Wopereis, I., Kat-De Jong, M., Peet, A. & Hoetjes, I. (2020). Building blocks of instructor professional
development for innovative ICT use during a pandemic. Journal of Professional Capital and Community. 5(3/4),
281-293. Recuperado de https://doi.org/10.1108/JPCC-06-2020-0034
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–
14. Recuperado de https://doi.org/10.3102/0013189X015002004
Thompson, R., Higgins, A. & Howell, J. (1991). Personal Computing: Toward a Conceptual Model of Utilization.
MIS Quarterly, 15(1), 124-143. Recuperado de https://doi.org/10.2307/249443
Tzifopoulos, M. (2020). In the shadow of Coronavirus. Distance education and digital literacy skills in Greece.
International Journal of Social Science and Technology, 5(2), 1-14. Recuperado de https://www.scirp.org/
(S(351jmbntvnsjt1aadkozje))/reference/referencespapers.aspx? referenceid= 2847521
UNESCO (2020). Serie de Seminarios Web para América Latina y el Caribe: No dejar a nadie atrás en tiempos de la
pandemia del COVID-19. Recuperado de https://es.unesco.org/fieldoffice/santiago/covid-19-education-alc/seminarios-web.
UNICEF (2020). La educación frente al covid-19. Propuestas para impulsar el derecho a la educación durante la
emergencia. Recuperado de https://www.aprendeencasa.mx/assets/archivos/unicef-educa-covid19-propuestasproteger-derecho-educacion-emergencia-0.pdf.
Venkatesh, V. y Davis, F. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field
studies. Management Science, 46(2), 186-204. Recuperado de https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M., Davis, G. y Davis, F. (2003). User acceptance of information technology: Toward a unified
view. MIS Quarterly, 27(3), 425-478. Recuperado de https://doi.org/10.2307/30036540
Zabalza, M. A. (2003). Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Madrid,
España: Narcea. Recuperado de http://www.untumbes.edu.pe/vcs/biblioteca/document/varioslibros/Competencias%20docentes%20del%20profesorado%20universitario.%20Calidad%20y%20desarrollo%20profesional.pdf
Zhang, T. (2020). Learning from the Emergency Remote Teaching-Learning in China When Primary and Secondary
Schools Were Disrupted by COVID-19 Pandemic. Education Faculty Publications 101. DOI: 10.21203/
rs.3.rs-40889/v1
Publicado
2022-04-02
Cómo citar
Moreno Ruiz, M. O., Ramírez Romero, J. L., & Vera Noriega, J. A. (2022). Conocimientos tecnológicos-pedagógicos y uso de tecnologías digitales en la enseñanza remota de emergencia por docentes universitarios: Array. ESPACIOS EN BLANCO. Revista De Educación, 2(32), 125–135. https://doi.org/10.37177/UNICEN/EB32-336
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