Ética y brecha digital como un problema educativo en un programa de formación de posgrado para educadores. Estudio evaluativo
ISSN: 1695-288X
Año de publicación: 2012
Volumen: 11
Número: 1
Páginas: 75-81
Tipo: Artículo
Otras publicaciones en: RELATEC: Revista Latinoamericana de Tecnología Educativa
Resumen
The objective of this ethnographic and evaluative study is to understand the ethical perspective of secondary teachers participating in a educational technology Postgraduate on Educational use of internet and its own perspective on the information society and media. Our framework is part of the current on ethics education for students in science and engineering and the ethics of instructional technology and issues and coping strategies experienced by professional technologists. Our key questions concern the role of digital culture in the lives of teachers, the digital literacy among its students, the place given to digital literacy as practitioners, and openness to work collaboratively with other teachers and students. The methodology used was narrative biographical research techniques, and ethnographic evidencebased through portfolios and forum. Among the results was showed discrepancies between personal appropriation of the net, tolerance to their students and resistance to change. Among the conclusions drawn that to adopt a ethical perspective was contentious as secondary education, particularly in publicly funded schools with their rates of failure and multiculturalism experienced as fate.
Referencias bibliográficas
- Børsen Hansen, T. (2005). Teaching Ethics to Science and Engineering Students. Copenhague: Center for the Philosophy of Nature and Science Studies, University of Copenhagen. (En línea) http://portal.unesco.org/shs/es/files/8735/11289332261TeachingEthics_CopenhagenReport.pdf/TeachingEthics_Co penhagenReport.pdf (Consulta 1 octubre 2011).
- Caetano, H., Miranda, G. L. e Soromenho, G. (2010). Comportamentos de risco na internet: um estudo realizado numa escola do ensino secundário, Revista Latinoamericana de Tecnología Educativa RELATEC, 9(2), 167-185. (en línea) [http://campusvirtual.unex.es/revistas/index.php?journal=relatec&page=article&op=view&path%5B %5D=633&path%5B%5D=481] (Consulta 1 octubre 2011).
- Correa, J.M.; Jiménez de Aberasturi, E.; Gutiérrez, L. (2011). La tecnografia en la formacion docente e investigadora. En Hernández, F.; Sancho, J. M., Rivas, J.I. Historias de vida en educación: biografías en contexto, p. 82-89 (disponible en línea) http://hdl.handle.net/2445/15323
- EGM (2011). Audiencia de Internet. EGM: 2ª ola 2011 abril/mayo (En línea) http://www.aimc.es/spip.php? action=acceder_document&arg=1771&cle=3c7bf063cb995164a66332baea78d845&file=pdf%2Finternet211.pdf (Consulta 1 octubre 2011).
- Lieberman, A.; Miller, L. (2001). Teachers caught in the action: professional development that matters. New York: Teacher College Press.
- Lin, H. (2007). The ethics of instructional technology: issues and coping strategies experienced by professional technologists in design and training situations in higher education. Education Tech Research, 55, 411-437.
- Monzón, L.A. (2010). Blogs para la enseñanza de la ética: resultados de una intervención, Revista Latinoamericana de Tecnología Educativa RELATEC, 9(2), 207-219. (En línea) [http://campusvirtual.unex.es/revistas/index.php? journal=relatec&page=article&op=view&path%5B%5D=643&path%5B%5D=477] (Consulta 1 octubre 2011).
- Olcott, D. J. (2000). Ethics and technology: Challenging issues, enlightened choices in a technoethic society. En Donald E. Hanna y otros (Ed.) Higher Education in an Era of Digital Competition: Choices and Challenges. Madison, WI: Atwood Publishing, 219-238
- Paredes, J. (2011). Cambiar el panorama de las escuelas. Indagación narrativa, artes visuales y TIC en una escuela activa radical. En A. Bautista, A. y H. Velasco, H. (Eds.). Antropología audiovisual, medios e investigación en educación. Madrid: Trotta, 152-176.