Educational Technology and Teacher Education: Barriers and Gates in South America
- 1 ICT Department, CIAFIC, CONICET, Buenos Aires, Argentina
Abstract
Historically, Educational Technology (EdTech) and Teacher Education (TE) have shared a conflicted relationship, particularly where practicing teachers have not been trained in ET in a manner so that they are able to coherently and efficiently incorporate the new educational technology into their classrooms and schools. In Latin America’s diverse scenario, our analysis is focused on a scenario consisting of Argentina and Uruguay. In this scenario, we identify the social and cultural context where teacher education and teaching practice take place, the EdTech-related programs with the greatest impact, and the “barriers” hindering access to and the application of EdTech, as well as the “bridges” or “gates” that facilitate their effective incorporation to teaching and learning both at schools and in teacher education. Lastly, we propose some courses of action to reduce these barriers and widen the gates connecting EdTech and school settings.
- Banzato, M. (2011). Digital Literacy. Milano: Bruno Mondadori.
- Banzato, M., & Constantino, G. D. (2008). Competence Based Tutoring Online. In M. Kendall, & B. Samways, (Eds.), Learning to Live in the Knowledge Society (pp. 209-216). New York: Springer. http://dx.doi.org/10.1007/978-0-387-09729-9_32
- Black, L. (2013). A History of Scholarship. In M. G. Moore (Ed.), Handbook of Distance Education (pp. 3-30). New York: Routledge.
- Bruner, J. (1997). La educación, puerta de la cultura. Madrid: Visor.
- Cabello, R. (2006).“Yo con la computadora nada que ver”. Buenos Aires: Prometeo Libros.
- Constantino, G. D. (2002). Ch 9: Presenza vitale contro presenza virtuale: studio contrastivo dei modi strategico-discorsivi della interazione didattica (pp. 218-262). In M. Banzato (Ed.), Apprendere in Rete. Torino: UTET.
- Constantino, G. D. (2010). Del curriculum interdisciplinar al e-curriculum: Nuevos modelos para la construcción del conocimiento del profesor. RivistaFormazione & Insegnamento, 8, 77-96.
- Constantino, G. D. (2010a). El Análisis del Discurso Didáctico en entornos presenciales y virtuales: Claves conceptuales para la construcción compartida del conocimiento y la enseñanza multimedia. In V. M. Castel, & L. Cubo de Severino (Eds.), La renovación de la palabra en el bicentenario de la Argentina (pp. 365-371). Mendoza: Editorial FFyL, UNCuyo.
- Fombona Cadavieco, J., & Goulao, M. F. (2011). Educational application of the Augmented Reality. In AA.VV. E-Learning Innovative Models for the Integration of Education, Technology and Research. 5th GUIDE International Conference Proceedings. Roma: GUIDE Association.
- Gozzer, G. (1987). Interrelaciones entre sociedad y escuela en la sociedad multicultural y pluralista, Revista del Instituto de Investigaciones Educativas, 13, 3-16.
- Herrera Sánchez, G. (2011). Characterization of Academic Networks of theNational Open and DistanceUniversity (UNAD). In AA.VV. E-learning Innovative Models for the Integration of Education, Technology and Research. 5th GUIDE International Conference Proceedings. Roma: GUIDE Association.
- Kearsley, G. (1998). Educational Technology: A Critique of Pure Reason. Educational Technology Magazine, 47-51.
- Lemke, J. L. (1994). Coming Paradigm Wars in Education: Curriculum Vs Information Access. City University of New York, Brooklyn College, School of Education. [Spanishversion: Las próximas guerras de paradigmas en educación: curriculum vs. acceso a la información, Didaxis online, Vol. 1, 1/2, 20-32.].