Potencialidades de las TIC y su papel fomentando la creatividadpercepciones del profesorado

  1. María José Cuetos Revuelta 1
  2. Lucía Grijalbo Fernández 2
  3. Elena Argüeso Vaca 2
  4. Vanessa Escamilla Gómez 2
  5. Ruth Ballesteros Gómez 2
  1. 1 Universidad Internacional de la Rioja, UNIR (España)
  2. 2 Bureau Veritas Formación (España)
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Any de publicació: 2020

Títol de l'exemplar: Analítica del aprendizaje y educación basada en datos: Un campo en expansión

Volum: 23

Número: 2

Pàgines: 287-306

Tipus: Article

DOI: 10.5944/RIED.23.2.26247 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: RIED: revista iberoamericana de educación a distancia

Objectius de Desenvolupament Sostenible

Resum

Information and Communication Technologies (ICT) offer new learning opportunities in an interconnected society, where its use has become fundamental. This study presents the results of the perceptions of 245 professors who are studying an online master’s degree in eLearning and Educational Technology about the potential of the most valued ICT within the educational field and the role of new technologies in the promotion of creativity of the students is shown. Participants also self-assess their ICT management competence and their own creativity. This approach allows to deepen in the considerations of the participants from their own perception and context.The results suggest that teachers attribute high motivation and stimulation capacity to ICT, categorizing them as an important communication and information exchange channel as well as a way of expression and creation. They emphasized that the orientation of teachers and parents in handling ICT is essential to work with digital resources and the digital teaching competence (DTC) should be encouraged.It is concluded that to enhance students’ creativity, the mere use of ICT does not suffice, but divergent thinking must be worked through the combination of methods and activities. The best of each methodology should be used to make the training as motivating as possible and, thus, create a learning environment that stimulates creativity more effectively through interactions between students and these learning tools.

Referències bibliogràfiques

  • Angarita L. (2019). Are ICT good partners for the development of creativity? A systematic review of literature. International Journal of Arts and Technology, 11(3), 112-123.
  • Betancourt Morejón, J. y Valadez Sierra, M. D. (2009). ¿Cómo propiciar atmósferas creativas en el salón de clases? Revista Digital Universitaria, 10(12). Recuperado de http://www.revista.unam.mx/vol.10/num12/art85/int85.htm
  • Carrió Pastor, M.L. (2007). Ventajas del uso de la tecnología en el aprendizaje colaborativo. Revista Iberoamericana de Educación, 41, 1-10.
  • Coll, C. (2011). Aprender y enseñar con las TIC: expectativas, realidad y potencialidades. En: Carneiro, R., Toscano, J.C., Díaz, T. (Coord.). Los desafíos de las TIC para el cambio educativo. Colección Metas Educativas 2021. OEI y Fundación Santillana.
  • Comisión Europea (2009). Marco estratégico Educación y Formación 2020 (ET2020). Euridyce España. Recuperado de http://www.mecd.gob.es/educacion-mecd/mc/redie-eurydice/prioridades-europeas/et2020.html
  • Creely, E., Henderson, M. y Henriksen, D. (2019). Failing to succeed: The value of failure in creativity. En K. Graziano (Ed.) Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1403-1411). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
  • Das, K. (2019). The Role and Impact of ICT in Improving the Quality of Education: An Overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97-103.
  • Ehtiyar, R. y Baser, G. (2019). University education and creativity: An assessment from students’ perspective. Eurasian Journal of Educational Research, 80, 113-132. doi: https://doi.org.10.14689/ejer.2019.80.6
  • Fernández-Cruz, F.J. y Fernández-Díaz, M.J. (2016). Generation Z's Teachers and their Digital Skills. Comunicar, 46, 97-105. doi: http://dx.doi.org/10.3916/C46-2016-10
  • Ferro Soto, C., Martínez Senra, A. y Otero Neira, M.C. (2009). Ventajas del uso de las TIC en el proceso de enseñanza-aprendizaje desde la óptica de los docentes universitarios españoles. Revista Electrónica de Tecnología Educativa, 29. doi:https://doi.org/10.21556/edutec.2009.29.451
  • Giménez, A.M., Luengo, J.A. y Bartrina, M.J. (2017). ¿Qué hacen los menores en Internet? Usos de las TIC, estrategias de supervisión parental y exposición a riesgos. Electronic Journal of Research in Educational Psychology, 15(3), 533–552. doi: http://dx.doi.org/10.14204/ejrep.43.16123
  • Gutiérrez-Porlán, I., Román-García, M. y Sánchez-Vera, M. (2018). Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Comunicar, 54(26), 91-100. doi: https://doi.org/10.3916/C54-2018-09
  • Henriksen, D., Henderson, M., Creely, E, Ceretkova, S., Černochová, M.,
  • Sendova, E., Sointu, E.T. y Tienken, C.T. (2018). Creativity and Technology in Education: An International Perspective. Technology, Knowledge and Learning, 23, 409–424. doi: https://doi.org/10.1007/s10758-018-9380-1
  • Henriksen, D., Mishra, P. y Fisser, P. (2016). Journal of Educational Technology & Society, 19(3), 27-37.
  • Hu, W. y Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403. doi: https:// doi.org/10.1080/09500690110098912
  • Jorda Lueges, G., y Martínez Vázquez, N.E. (2015). Uso de técnicas de creatividad en un Entorno Virtual de Enseñanza Aprendizaje. Campus Virtuales, 4(1) 66-72.
  • Laisema, S. y Wannapiroon, P. (2014). Design of Collaborative Learning with Creative Problem-Solving Process Learning Activities in a Ubiquitous Learning Environment to Develop Creative Thinking Skills. (5th World Conference on Educational Sciences - WCES 2013). Social and Behavioral Sciences, 116, 3921-3926.
  • Lappas, D. y Fessakis, G. (2014). Fostering creativity in computer supported collaborative learning activities. En Proceedings of 8th International Technology, Education and Development Conference
  • (INTED2014), Valencia, 10th - 12th March 2014.
  • Loveless, A. (2002). Literature review in creativity, new technologies and learning. Futurelab Research report 4. Recuperado de https://telearn.archives-ouvertes.fr/hal-00190439/document
  • Maldonado, G., García, J., y Sampedro-Requena, B. (2019). El efecto de las TIC y redes sociales en estudiantes universitarios. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 153-176. doi: http://dx.doi.org/10.5944/ried.22.2.23178
  • Moguel Pérez, G.A., Michel López, P. y Torres Hernández, M.J. (2016). Uso de la tecnología para fomentar la creatividad en el aprendizaje de la geometría. Revista de Investigación Educativa de la Escuela de Graduados en Educación, 12.
  • Nikolopoulou, K. (2018). Creativity and ICT: Theoretical approaches and perspectives in school education. En T. A. Mikropoulos (ed.), Research on e-Learning and ICT in Education, pp. 87-100, New York: Springer.
  • Prendes Espinosa, M.P., Gutiérrez Porlán, I. y Martínez Sánchez, F. (2017). Competencia digital: una necesidad del profesorado universitario en el siglo XXI. RED Revista de Educación a Distancia, 56.
  • Phutela, N. y Dwivedi, S. (2019). Impact of ICT in Education: Students’ Perspective. En Proceedings of International Conference on Digital Pedagogies (ICDP) 2019. doi: http://dx.doi.org/10.2139/ssrn.3377617
  • Ramírez-Montoya, M.S. y García-Peñalvo, F.J. (2018). Co-creación e innovación abierta: Revisión sistemática de literatura. Comunicar, 54, 08-18. doi: https://doi.org/10.3916/C54-2018-01
  • Rashid, R. A. y Rahman, M. F. A. (2014). Social networking sites for online mentoring and creativity enhancement. International Journal of Technology Enhanced Learning, 6(1), 34–45. doi: https://doi.org/10.1504/IJTEL.2014.060024
  • Sarmiento, J. A. (2017). Desarrollo del pensamiento crítico y creativo mediante estrategias interconectadas: estrategias de aprendizaje, lectura crítica y ABP. Gestión, competitividad e innovación, 5(2), 145-162.
  • Smilansky, J. y Halberstadt, N. (1986). Inventors versus problem solvers: An empirical investigation. Journal of Creative Behavior, 20(3), 183–201. doi: http://dx.doi.org/10.1002/j.2162-6057.1986.tb00436.x
  • Sokól, A., Figurska, I. y Blasková, M. (2015). Using the Internet to Enhance Teaching Process at Universities for the Development of Creativity Competencies. Procedia-Social and Behavioral Sciences, 186, 1282-1288. doi: https://doi.org/10.1016/j.sbspro.2015.04.036
  • Stolaki, A. y Economides, A. A. (2018). The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs). Computers & Education, 123, 195–211. doi: https://doi.org/10.1016/j.compedu.2018.05.009
  • Suárez Guerrero, C. y Gros Salvat, B. (2013). Aprender en red: de la interacción a la colaboración. Barcelona: UOC.
  • Tabuenca, B., Sánchez, J. J. y Cuetos, M. J. (2019). El smartphone desde la perspectiva docente: ¿una herramienta de tutorización o un catalizador de ciberacoso? Revista de Educación a Distancia, 1(59). doi: https://doi.org/10.6018/red/59/01
  • Talebian, S., Mohammadi, H.M. y Rezvanfar, A. (2014). Information and Communication Technology (ICT) in Higher Education: Advantages, Disadvantages, Conveniences and Limitations of Applying E-learning to Agricultural Students in Iran. Procedia-Social and Behavioral Sciences, 152, 300-305. doi: https://doi.org/10.1016/j.sbspro.2014.09.199
  • Wei, H. C., Peng, H. y Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement. Computers & Education, 83, 10–21. doi: https://doi.org/10.1016/j.compedu.2014.12.013
  • Yeh, Y., Yeh, Y. y Chen, Y. H. (2012). From knowledge sharing to knowledge creation: A blended knowledge-management model for improving university students' creativity. Thinking Skills and Creativity, 7(3), 245–257. doi: https://doi.org/10.1016/j.tsc.2012.05.004
Fuente de los datos: Dialnet