The Tpack model as a hybrid training oportunity in masters and postgraduates degrees
DOI:
https://doi.org/10.17561/ae.v26n1.8211Keywords:
higher education, online learning, teacher participation, student participation, student participation, technological didactic knowledge of content, electronic mediaAbstract
In the 2020-2021 academic year, during the pandemic, the teaching team of the Master Social and Educational Interventions of the University of Barcelona applied the Technological Pedagogical Content Knowledge (TPACK) model, which integrates technology in the teaching-learning processes (Mishra & Koehler, 2006). A participatory evaluative research (Redice Redice20-2861), with the participation of faculty and students involved, was carried out to identify the elements that facilitate and hinder virtual teaching, to know the impact of its application and to formulate recommendations applicable to online university higher education. A mixed quantitative and qualitative methodology was used, employing different instruments such as questionnaires, focus groups, interviews and observations during the 2020-2021 academic year, analyzed with NVivo 11, Atlas.ti 8.0 and Excel. The results obtained show that the application of digital environment activities within face-to-face training improve, among others, the connection with the professional world and offer dynamization strategies in the classroom that contribute to the creation of learning communities as an effective strategy.
Downloads
References
Buzón-García, O., y Aguaded, I. (Coords.). (2018). Nuevas pedagogías con tecnologías emergentes. Dykinson.
Caride, J. A., y Meira, P. A. (2020). La educación ambiental en los límites, o la necesidad cívica y pedagógica de respuestas a una civilización que colapsa. Pedagogía Social. Revista Interuniversitaria, 36, 21-34. https://doi.org/10.7179/PSRI_2020.36.01
Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005
Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M. J., Mishra, P., y Cain, W. (2015). ¿Qué son los Saberes Tecnológicos y Pedagógicos del Contenido (TPACK)? Virtualidad, Educación y Ciencia, 10(6), 9-23. https://doi.org/10.60020/1853-6530.v6.n10.11552
Lawrence, A. D., & Harris, J. B. (2021). Beyond borders: Hallmarks of effective K-12 teaching online. In L. Grant, J. Stronge, & X. Xu (Eds.), International beliefs and practices that characterize teacher effectiveness (pp. 275-303). IGI Global. https://doi.org/10.4018/978-1-7998-7908-4.ch011
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Murga-Menoyo, M. A., y Novo, M. (2017). Sostenibilidad, desarrollo “glocal” y ciudadanía planetaria. Referentes de una pedagogía para el Desarrollo sostenible. Teoría de la Educación, 29(1), 55-78. https://doi.org/10.14201/teoredu2915579
Rossman, G. B, y Rallis, S. F. (1998). Learning in the field. An introduction to qualitative research. Sage.
Tourón, J., Martín, D., Navarro, E., Pradas, S., y Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD) | Construct validation of a questionnaire to measure teachers’ digital competence (TDC). Revista Española de Pedagogía, 76(269), 25-54. https://doi.org/10.22550/REP76-1-2018-02
Universitat de Barcelona (2019). Código ético de integridad y buenas prácticas de la Universidad de Barcelona. Edicions de la Universitat de Barcelona. https://diposit.ub.edu/dspace/handle/2445/137899
Vásquez, M. (2016). Modelos blended learning en educación superior. Innovación en la enseñanza. XVII Encuentro Internacional Virtual Educa Puerto Rico http://www.acceso.virtualeduca.red/documentos/ponencias/puerto-rico/768-174d.pdf
Published
Issue
Section
License
Copyright (c) 2024 Esther Luna González, Núria Fabra, Ana Novella, M. Paz Sandín, Josep Maria Torralba
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this journal agree with the following terms:
The authors retain the copyright and guarantee the journal the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the authorship of the work and the initial publication in this magazine.
Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are allowed and encouraged to disseminate their work electronically (for example, in institutional repositories or on their own website) before and during the submission process, as it may result in productive exchanges, as well as a more early and major published papers (See The Effect of Open Access).
