Recursos digitales y prácticas de claseesquemas de acción del profesorado de Educación Infantil

  1. Clemente Linuesa, María
  2. Ramírez Orellana, Elena
  3. Orgaz Baz, Begoña
  4. Martín Domínguez, Jorge
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2011

Issue: 356

Pages: 211-232

Type: Article

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Abstract

This paper examines how six early childhood teachers integrate into their practice a digital resource consisting of a technological desk designed to be used with children at early ages. It includes an IBM computer with a CD-ROM reader, Internet access and Windows XP operating system. The incorporation of ict resources into classroom practice will depend on the teacher�s pedagogical knowledge of the discipline, and it will also depend on whether or not these resources make sense within the �action plans� that the teacher is using to manage his or her activity in direct teaching. Using a system to analyse classroom interaction that segments teaching practice into categories differentiated by level of generality, we studied recordings of twelve classroom sessions in which the resource described above is used. The results show that common patterns exist among the teachers studied as regards the development of these practices. The most important pattern detected is the central nature of tasks in the classroom and the subordination of ict resources to these curricular elements. It is also important to underscore the appearance of different pedagogical approaches when ict are incorporated into the early childhood classroom. One of the main conclusions is that the incorporation of ict resources into teaching only makes sense if it is consistent with the execution of the practice and that consistency has been verified in our study through the analysis of direct teaching practices incorporating ict resources. These findings pose challenges for the development of future research studies regarding the consistency and diversification of the patterns of action found and for teacher education.

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