Without borderlines or distances. Potential of networking for teacher training in new teaching methodologies and the use of ICT

The article presents the experience and results of the joint work of a Latin American Network conformed by three universities in Argentina and Colombia. The Institutions allied with the objective of training their teachers on the pedagogical and technological innovation. Thus, a virtual course was d...

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Detalles Bibliográficos
Autores principales: Chiecher, Analía Claudia; Red Latinoamericana para la capacitación en innovación tecnológica y pedagógica en la enseñanza universitaria mediada por tecnología, Bossolasco, María Luisa; Red Latinoamericana para la capacitación en innovación tecnológica y pedagógica en la enseñanza universitaria mediada por tecnología, Doria, Enry; Red Latinoamericana para la capacitación en innovación tecnológica y pedagógica en la enseñanza universitaria mediada por tecnología
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2016
Materias:
networking; teacher training; problem-based learning; ICT
trabajo en red; capacitación docente; aprendizaje basado en problemas; TIC
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/14606
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=ar/ar-001&d=article14606oai
Aporte de:
Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO) de Consejo Latinoamericano de Ciencias Sociales
Descripción
Sumario:The article presents the experience and results of the joint work of a Latin American Network conformed by three universities in Argentina and Colombia. The Institutions allied with the objective of training their teachers on the pedagogical and technological innovation. Thus, a virtual course was designed and implemented. The course focused on Problem-Based Learning and the use of technology in education. Sixty teachers from three universities were enrolled. Nevertheless, 36 completed the training. After the course finished, data collected from two sources were analyzed: 1) participants’ productions, and 2) answers to a satisfaction survey. The results describe the quality of the participants’ productions attending their potentialities to transform educational practices. Also, the participants’ appreciations of the course are exposed. The conclusions highlight the value of collaborative networking, without borders or distances.

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