The irruption of new technologies in secondary schools and teacher training challenges in the 21st century

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In this article, we characterize one of the great challenges that secondary school teachers face today: the "irruption" of "new technologies". Teachers find a new challenge after the emergence of mobile devices and cell phones. This irruption reveals insufficient initial training...

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Autor principal: Iglesias, Andrea
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2020
Materias:
secondary school; new technologies; teachers; teachers training; 21st century classroom
escuela secundaria; nuevas tecnologías; profesores; formación docente; aulas siglo XXI
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/27446
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
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spelling I10-R10-article-274462021-09-21T18:32:16Z The irruption of new technologies in secondary schools and teacher training challenges in the 21st century Irrupción de las nuevas tecnologías en las escuelas secundarias y desafíos de la formación docente en el siglo XXI Iglesias, Andrea secondary school; new technologies; teachers; teachers training; 21st century classroom escuela secundaria; nuevas tecnologías; profesores; formación docente; aulas siglo XXI In this article, we characterize one of the great challenges that secondary school teachers face today: the "irruption" of "new technologies". Teachers find a new challenge after the emergence of mobile devices and cell phones. This irruption reveals insufficient initial training and the need to strengthen continuing education in relation to “ICT”. From a qualitative perspective, based on in-depth interviews and participant observation, we intend to analyze the changes produced in the teaching practices considering the inclusion of new technologies in the 21st century classroom. In this article, we return to the results of a recent investigation where we analyzed the relationship between the trajectories of teacher training (initial and continuous) and the strategies of labor insertion of beginning teachers of secondary schools (both state and private management) of Buenos Aires City (CABA). En este artículo caracterizamos uno de los grandes desafíos que enfrentan hoy las escuelas secundarias: la irrupción de las nuevas tecnologías. Los profesores encuentran un nuevo reto tras la llegada de los dispositivos móviles y los celulares. Esta irrupción pone de manifiesto una formación inicial insuficiente y la necesidad de fortalecer la formación continua en relación con las TIC. Desde una perspectiva cualitativa, a partir de la realización de entrevistas en profundidad y la observación participante nos proponemos analizar los cambios producidos en el trabajo docente con la incorporación de las nuevas tecnologías en las aulas del siglo XXI. De este modo, retomamos aquí los resultados de una investigación reciente donde analizamos la relación entre las trayectorias de formación docente (inicial y continua) y las estrategias de inserción laboral de los profesores principiantes de las escuelas secundarias (de gestión estatal y privadas) de la Ciudad Autónoma de Buenos Aires. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2020-01-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/27446 Virtuality, Education and Science; Vol. 11 No. 20; 27-42 Virtualidad, Educación y Ciencia; Vol. 11 Núm. 20; 27-42 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/27446/29013 Derechos de autor 2020 Andrea Iglesias
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic secondary school; new technologies; teachers; teachers training; 21st century classroom
escuela secundaria; nuevas tecnologías; profesores; formación docente; aulas siglo XXI
spellingShingle secondary school; new technologies; teachers; teachers training; 21st century classroom
escuela secundaria; nuevas tecnologías; profesores; formación docente; aulas siglo XXI
Iglesias, Andrea
The irruption of new technologies in secondary schools and teacher training challenges in the 21st century
topic_facet secondary school; new technologies; teachers; teachers training; 21st century classroom
escuela secundaria; nuevas tecnologías; profesores; formación docente; aulas siglo XXI
author Iglesias, Andrea
author_facet Iglesias, Andrea
author_sort Iglesias, Andrea
title The irruption of new technologies in secondary schools and teacher training challenges in the 21st century
title_short The irruption of new technologies in secondary schools and teacher training challenges in the 21st century
title_full The irruption of new technologies in secondary schools and teacher training challenges in the 21st century
title_fullStr The irruption of new technologies in secondary schools and teacher training challenges in the 21st century
title_full_unstemmed The irruption of new technologies in secondary schools and teacher training challenges in the 21st century
title_sort irruption of new technologies in secondary schools and teacher training challenges in the 21st century
description In this article, we characterize one of the great challenges that secondary school teachers face today: the "irruption" of "new technologies". Teachers find a new challenge after the emergence of mobile devices and cell phones. This irruption reveals insufficient initial training and the need to strengthen continuing education in relation to “ICT”. From a qualitative perspective, based on in-depth interviews and participant observation, we intend to analyze the changes produced in the teaching practices considering the inclusion of new technologies in the 21st century classroom. In this article, we return to the results of a recent investigation where we analyzed the relationship between the trajectories of teacher training (initial and continuous) and the strategies of labor insertion of beginning teachers of secondary schools (both state and private management) of Buenos Aires City (CABA).
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2020
url https://revistas.unc.edu.ar/index.php/vesc/article/view/27446
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AT iglesiasandrea irruptionofnewtechnologiesinsecondaryschoolsandteachertrainingchallengesinthe21stcentury
first_indexed 2022-08-20T00:45:02Z
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