Las tecnologías móviles en educación primaria: estudio sobre la actitud de los futuros docentes

Autores/as

  • Francisco José García-Peñalvo Universidad de Salamanca
  • Susana Olmos Migueláñez Universidad de Salamanca
  • José Carlos Sánchez-Prieto Universidad de Salamanca

Palabras clave:

TAM. Aceptación tecnológica. Dispositivos móviles. Estudiantes universitarios. Profesores. Educación primaria.

Resumen

La incorporación de las tecnologías móviles al ámbito educativo puede aportar importantes ventajas que faciliten la flexibilidad y accesibilidad del proceso de enseñanza aprendizaje. A nivel institucional y social existe un interés en explorar las capacidades didácticas de estos dispositivos, como evidencia el creciente número de iniciativas gubernamentales destinadas a fomentar su integración en los distintos niveles del sistema educativo. Para que estas iniciativas tengan el éxito esperado es necesaria la implicación y colaboración del cuerpo docente. El estudio de la actitud del profesorado resulta, por tanto, fundamental para orientar el proceso de innovación tecnológica. En el presente artículo presentamos los resultados de un estudio descriptivo sobre la aceptación de tecnologías móviles entre los estudiantes de 1º del Grado de Maestro en Educación Primaria de la Universidad de Salamanca en España. Para la realización del estudio se ha aplicado un cuestionario basado en el modelo TAM (Technology Acceptance Model) expandido con conceptos procedentes de otras teorías. El modelo propuesto incluye los constructos: auto-eficacia, ansiedad ante los dispositivos móviles, utilidad percibida, facilidad de uso percibida e intención conductual de uso. Los resultados muestran una disposición generalmente favorable de los alumnos hacia el uso de estos dispositivos en su futura práctica docente. El contraste de hipótesis refleja importantes diferencias en las medias en función del centro educativo y algunas diferencias en función del género.

Citas

ABBAD, M. M.; MORRIS, D.; DE NAHLIK, C. Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan. International Review of Research in Open and Distance Learning, v. 10, n. 2, 2009.

ACARLI, D. S.; SAĞLAM, Y. Investigation of Pre-service Teachers’ Intentions to Use of Social Media in Teaching Activities within the Framework of Technology Acceptance Model. Procedia - Social and Behavioral Sciences, v. 176, n. 0, p. 709-713, 2015.

AL-FUDAIL, M.; MELLAR, H. Investigating teacher stress when using technology. Computers & Education, v. 51, n. 3, p. 1103-1110, 2008.

ALONSO DE CASTRO, M. G. Educational projects based on mobile learning. Education in the Knowledge Society, v. 15, n. 1, p. 10-19, 2014.

ÁLVAREZ, C.; ALARCÓN, R.; NUSSBAUM, M. Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process. Journal of Systems and Software, v. 84, n. 11, p. 1961-1976, 2011.

BANDURA, A. Self-Efficacy: Toward a Unifying Theory of Behavior Change. Psychological review, n. 84, p. 191-215, 1978.

CAMILLERI, V.; MONTEBELLO, M. Virtual world presence for pre-service teachers: Does the TAM model apply? Proceedings - 2011 3rd International Conferenceon Games and Virtual Worlds for Serious Applications, VS-Games 2011, p. 156-159, 2011.

CASANY, M. J.; ALIER, M.; MAYOL, E.; PIGUILLEM, J.; GALANIS, N.; GARCÍA-PEÑALVO, F. J.; CONDE GONZÁLEZ, M. Á. Moodbile: A Framework to Integrate m-Learning Applications with the LMS. Journal of Research and Practice in Information Technology (JRPIT), v. 44, n. 2, p. 129-149, 2012.

CHEN, F. H.; LOOI, C. K.; CHEN, W. Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs. Journal of Computer Assisted Learning, v. 25, n. 5, p. 470-488, 2009.

CHEN, Y.; LIN, Y.; YEH, R.C.; LOU, S. Examining factors affecting college students' intention to use web-based instruction systems: Towards an integrated model. Turkish Online Journal of Educational Technology, v. 12, n. 2, p. 111-121, 2013.

CONDE GONZÁLEZ, M. Á.; MUÑOZ, C.; GARCÍA-PEÑALVO, F. J. mLearning, the First Step in the Learning Process Revolution. International Journal of Interactive Mobile Technologies (iJIM), v. 2, n. 4, p. 61-63, 2008.

CORBEIL, J. R.; VALDÉS-CORBEIL, M. E. Are you Ready for Mobile learning? Educause Quarterly, v. 30, n. 2, p. 51-60, 2007.

DAVIS, F. D. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, v. 13, n. 3, p. 319-340, 1989.

DÜNDAR, H.; AKÇAYIR, M. Implementing tablet PCs in schools: Students’ attitudes and opinions. Computers in Human Behavior, v. 32, n. 0, p. 40-46, 2014.

EDMUNDS, R.; THORPE, M.; CONOLE, G. Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, v. 43, n. 1, p. 71-84, 2012.

FISHBEIN, M.; AJZEN, I. Belief, attitude, intention, and behavior: an introduction to theory and research. Reading, Massachusets: Addison-Wesley Pub. Co., 1975.

FULANTELLI, G.; TAIBI, D.; ARRIGO, M. A framework to support educational decision making in mobile learning. Computers in Human Behavior, v. 47, n. 0, p. 50-59, 2015.

GARCÍA-PEÑALVO, F. J.; SEOANE-PARDO, A. M. Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society, v. 16, n. 1, p. 119-144, 2015. doi: http://dx.doi.org/10.14201/eks2015161119144.

GOODHUE, D. L.; THOMPSON, R. L. Task-technology Fit and Individual Performance. MIS Q., Minneapolis, MN, USA, v. 19, n. 2, p. 213-236, 1995.

HERNÁNDEZ GARCÍA, Á. Desarrollo de un modelo unificado de adopción del comercio electrónico entre empresas y consumidores finales. Aplicación al mercado español. E.T.S.I. Telecomunicación (UPM), 2008.

HUANG, T. C.; LIU, C.; CHANG, D. An empirical investigation of factors influencing the adoption of data mining tools. International Journal of Information Management, v. 32, n. 3, p. 257-270, 2012.

JOO, Y.; LEE, H.; HAM, Y. Integrating user interface and personal innovativeness into the TAM for mobile learning in Cyber University. Journal of Computing in Higher Education, v. 26, n. 2, p. 143-158, 2014.

KIM, D.; CHUN, H.; LEE, H. Determining the factors that influence college students' adoption of smartphones. Journal of the Association for Information Science and Technology, v. 65, n. 3, p. 578-588, 2014.

KING, W. R.; HE, J. A meta-analysis of the technology acceptance model. Information & Management, v. 43, n. 6, p. 740-755, 2006.

KIRAZ, E.; OZDEMIR, D. The Relationship between Educational Ideologies and Technology Acceptance in Pre-service Teachers. Journal of Educational Technology & Society, v. 9, n. 2, p. 152-165, 2006.

KUO, K.; LIU, C.; MA, C. An investigation of the effect of nurses' technology readiness on the acceptance of mobile electronic medical record systems. BMC Medical Informatics and Decision Making, v. 13, n. 1, 2013.

LEE, B.; YOON, J.; LEE, I. Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, v. 53, n. 4, p. 1320-1329, 2009.

LEE, Y.; HSIEH, Y.; MA, C. A model of organizational employees’ e-learning systems acceptance. Knowledge-Based Systems, v. 24, n. 3, p. 355-366, 2011.

MOON, J.; KIM, Y. Extending the TAM for a World-Wide-Web context. Information & Management, v. 38, n. 4, p. 217-230, 2001.

MURRAY, O.; OLCESE, N. Teaching and Learning with iPads, Ready or Not? TechTrends, v. 55, n. 6, p. 42-48, 2011.

NAM, C. S.; BAHN, S.; LEE, R. Acceptance of Assistive Technology by Special Education Teachers: A Structural Equation Model Approach. International Journal of Human-Computer Interaction, v. 29, n. 5, p. 365-377, 2013.

OAKLEY, G. et al. Exploring the pedagogical applications of mobile technologies for teaching literacy. 2012. Disponível em: <http://www.education.uwa.edu.au/research/social-foundations/mobile>. Acesso em: 9 jul. 2015.

ORR, G. A Review of Literature in Mobile Learning: Affordances and Constraints. Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE), 2010 6th IEEE International Conference on, 2010. p. 107-111.

PADILLA-MELÉNDEZ, A.; DEL AGUILA-OBRA, A. R.; GARRIDO-MORENO, A. Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers & Education, v. 63, n. 0, p. 306-317, 2013.

RAMÍREZ-CORREA, P.; RONDÁN-CATALUÑA, F. J.; ARENAS-GAITÁN, J. Influencia del género en la percepción y adopción de e-learning: Estudio exploratorio en una universidad chilena. Journal of Technology Management and Innovation, v. 5, n. 3, p. 129-141, 2010.

RIAD JARADAT, M.-I. Applying the technology acceptance model to the introduction of mobile voting. International Journal of Mobile Learning and Organisation, v. 7, n. 1, p. 29-47, 2013.

ROCA, J. C.; GAGNÉ, M. Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, v. 24, n. 4, p. 1585-1604, 2008.

ROGERS, E.M. Diffusion of innovations. 4. ed. New York: Free Press, 1995.

SAADÉ, R.; BAHLI, B. The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: An extension of the technology acceptance model. Information and Management, v. 42, n. 2, p. 317-327, 2005.

SÁNCHEZ PRIETO, J. C.; OLMOS MIGUELÁÑEZ, S.; GARCÍA-PEÑALVO, F. J. UNDERSTANDING mobile learning: devices, pedagogical implications and research lines. Education in the Knowledge Society, v. 15, n. 1, p. 20-42, 2014.

______. Evaluación de la aceptación de las tecnologías móviles en los estudiantes del Grado de Maestro. In: AIDIPE (Ed.). Investigar con y para la sociedad. CONGRESO INTERNACIONAL DE INVESTIGACIÓN EDUCATIVA, 17. (AIDIPE 2015), Cádiz, España, 24-26 de junio de 2015. Actas... Cádiz, España: Bubok, 2015a. v. 3, p. 1607-1617.

______. Informal Tools in Formal Contexts: Development of a Model to Assess the Acceptance of Mobile Technologies among Teachers. Computers in Human Behavior, 2015b. doi: http://dx.doi.org/10.1016/j.chb.2015.07.002.

SHARPLES, M.; MILRAD, M.; ARNEDILLO, I.; VAVOULA, G. Mobile learning: small devices, big issues. In: BALACHEFF, N.; LUDVIGSEN, S.; JONG, T.; LAZONDER, A.; BARNES, S. (Ed.). Technology Enhanced Learning: Principles and Products. Heidelberg: Springer, 2009. p. 233-249.

TARHINI, A.; HONE, K.; LIU, X. A cross-cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 2014.

TEO, T.; LEE, C. B.; CHAI, C. S. Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning, v. 24, n. 2, p. 128-143, 2008.

Publicado

2015-12-01

Cómo citar

García-Peñalvo, F. J., Migueláñez, S. O., & Sánchez-Prieto, J. C. (2015). Las tecnologías móviles en educación primaria: estudio sobre la actitud de los futuros docentes. Série-Estudos - Periódico Do Programa De Pós-Graduação Em Educação Da UCDB, (40), p. 35–55. Recuperado a partir de https://serieucdb.emnuvens.com.br/serie-estudos/article/view/870

Número

Sección

Artigos