Vista Equipo: A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT

A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT

Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learni...

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Autor Principal:	Castro, Willy
Formato:	Artículo
Idioma:	Inglés
Publicado:	Outlines -Critical Practice Studies 2021
Materias:	FORMACIÓN PROFESIONAL TECNOLOGÍA DE LA INFORMACIÓN ENSEÑANZA SUPERIOR PEDAGOGÍA COMUNICACIÓN PROFESSIONAL TRAINING INFORMATION TECHNOLOGY HIGHER EDUCATION PEDAGOGY COMMUNICATION
Acceso en línea:	https://tidsskrift.dk/outlines/article/view/105531 http://hdl.handle.net/11056/19146

id	RepoUNACR19146
recordtype	dspace
spelling	RepoUNACR191462021-11-17T16:31:36Z A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT Castro, Willy FORMACIÓN PROFESIONAL TECNOLOGÍA DE LA INFORMACIÓN ENSEÑANZA SUPERIOR PEDAGOGÍA COMUNICACIÓN PROFESSIONAL TRAINING INFORMATION TECHNOLOGY HIGHER EDUCATION PEDAGOGY COMMUNICATION Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learning. Teachers’ professional development for ICT integration in education (TPD-ICT) has evolved from the development of technical skills to pedagogical skills and content-related knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study presents the Change Laboratory (CL) method as a formative intervention to motivate teachers to identify and overcome the barriers to ICT integration. The results showed that a professional development intervention based on CL stimulates transformative agency in the participants. Six forms of transformative agency, namely resisting, criticizing, explicating, envisioning, committing to actions, and taking actions, were found during the CL. The transformative agency was essential to motivate teachers to identify and propose a model solution to overcome both first-order and second-order contextual barriers. El cambio es uno de los objetivos centrales del desarrollo profesional para la integración de las tecnologías de la información y la comunicación en la educación. Los estudios sobre el uso de las TIC en la educación ponen de manifiesto las grandes inversiones en infraestructuras y desarrollo profesional, y los escasos resultados en el aprendizaje de los alumnos. El desarrollo profesional del profesorado para la integración de las TIC en la educación (TPD-TIC) ha evolucionado desde el desarrollo de habilidades técnicas a habilidades pedagógicas y conocimientos relacionados con el contenido. Los enfoques basados en el estándar de oro y en el diseño han dominado el DPT-TIC. Este estudio presenta el método del Laboratorio del Cambio (CL) como una intervención formativa para motivar a los profesores a identificar y superar las barreras a la integración de las TIC. Los resultados mostraron que una intervención de desarrollo profesional basada en el CL estimula la agencia transformadora en los participantes. Se encontraron seis formas de agencia transformadora, a saber, resistir, criticar, explicar, prever, comprometerse con las acciones y emprenderlas, durante el CL. La agencia transformadora fue esencial para motivar a los profesores a identificar y proponer un modelo de solución para superar las barreras contextuales de primer y segundo orden. Universidad Nacional, Costa Rica Vicerrectoría de Docencia 2021-04-20T05:34:34Z 2021-04-20T05:34:34Z 2018-05-11 http://purl.org/coar/resource_type/c_6501 https://tidsskrift.dk/outlines/article/view/105531 http://hdl.handle.net/11056/19146 eng Acceso abierto Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf Outlines -Critical Practice Studies Outlines -Critical Practice Studies vol. 19 no. 1 67-90 2018
institution	Universidad Nacional de Costa Rica
collection	Repositorio UNA-Costa Rica
language	Inglés
topic	FORMACIÓN PROFESIONAL TECNOLOGÍA DE LA INFORMACIÓN ENSEÑANZA SUPERIOR PEDAGOGÍA COMUNICACIÓN PROFESSIONAL TRAINING INFORMATION TECHNOLOGY HIGHER EDUCATION PEDAGOGY COMMUNICATION
spellingShingle	FORMACIÓN PROFESIONAL TECNOLOGÍA DE LA INFORMACIÓN ENSEÑANZA SUPERIOR PEDAGOGÍA COMUNICACIÓN PROFESSIONAL TRAINING INFORMATION TECHNOLOGY HIGHER EDUCATION PEDAGOGY COMMUNICATION Castro, Willy A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
description	Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learning. Teachers’ professional development for ICT integration in education (TPD-ICT) has evolved from the development of technical skills to pedagogical skills and content-related knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study presents the Change Laboratory (CL) method as a formative intervention to motivate teachers to identify and overcome the barriers to ICT integration. The results showed that a professional development intervention based on CL stimulates transformative agency in the participants. Six forms of transformative agency, namely resisting, criticizing, explicating, envisioning, committing to actions, and taking actions, were found during the CL. The transformative agency was essential to motivate teachers to identify and propose a model solution to overcome both first-order and second-order contextual barriers.
format	Artículo
author	Castro, Willy
author_sort	Castro, Willy
title	A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
title_short	A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
title_full	A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
title_fullStr	A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
title_full_unstemmed	A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
title_sort	change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ict
publisher	Outlines -Critical Practice Studies
publishDate	2021
url	https://tidsskrift.dk/outlines/article/view/105531 http://hdl.handle.net/11056/19146
_version_	1796096015134097408
score	12.242847

A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT

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