Palabras clave

Desarrollo profesional, formación del profesorado, TIC, educación inclusiva, Narración digital, necesidades educativas especiales

Resumen

Este artículo presenta los resultados de un estudio exploratorio de la forma en que los maestros de educación especial comprenden que las narrativas digitales, basadas en talleres, mejorarían el desarrollo profesional en relación con la educación inclusiva. El estudio evalúa la usabilidad de la plataforma Smart Ecosystem for Learning and Inclusion (SELI) para apoyar a los docentes durante el proceso de narración digital basada en talleres. Utilizamos un enfoque de diseño de investigación de método mixto paralelo convergente con 47 profesores de secundaria que trabajan con personas discapacitadas en la República Dominicana. Los resultados de este estudio indicaron que la plataforma de aprendizaje inteligente SELI había demostrado una buena usabilidad para apoyar a los docentes durante el proceso pedagógico de la narración digital basada en talleres. Además, surgen dos temas sobre cómo la narración digital basada en talleres puede contribuir al desarrollo profesional de los docentes para promover la educación inclusiva. Los temas resultantes son la expresión, la escucha y el aprendizaje a través de la narración digital; e impulsar el cambio con la narración digital para crear entornos más inclusivos. Los maestros fueron optimistas respecto a la implementaión de narrativas digitales. Además, los maestros reflexionaron en términos del potencial impacto de las narrativas digitales en inclusión en el aula, como promotoras del cambio, construyendo aprendizaje significativo y promoviendo una práctica influyente.

Ver infografía

Referencias

?im?ek, B. (2012). Enhancing women's participation in Turkey through digital storytelling. Journal of Cultural Science, 5(2), 28-46. https://doi.org/10.5334/csci.45

Link DOI | Link Google Scholar

?im?ek, B., Akyar, O.Y., Oyelere, S.S., & Demirhan G. (2021). Reflections on inclusion and ICT in the context of smart ecosystem for learning and inclusion project. Hacettepe University. https://bit.ly/3DV3KtD

Link Google Scholar

Akyar, O.Y., Demirhan, G., Oyelere, S.S., Flores, M., & Jauregui, V.C. (2020). Digital storytelling in teacher education for inclusion. In A. Rocha., H. Adeli., L. Reis., S. Costanzo., I. Orovic., F. Moreira (eds), Trends and Innovations in Information Systems and Technologies. World Conference on Information Systems and Technologies, (pp. 367-376). Springer. https://doi.org/10.1007/978-3-030-45697-9_36

Link DOI | Link Google Scholar

Albano, G., & Iacono, U.D. (2019). Designing digital storytelling for mathematics special education: An experience in support teacher education. The Mathematics Enthusiast, 16(1), 263-288. https://bit.ly/399uYj3

Link Google Scholar

Ba?áková, M., & Closs, A. (2013). Continuing professional development (CPD) as a means to reducing barriers to inclusive education: Research study of the education of refugee children in the Czech Republic. European Journal of Special Needs Education, 28(2), 203-216. https://doi.org/10.1080/08856257.2013.778108

Link DOI | Link Google Scholar

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Link DOI | Link Google Scholar

Calvert, L. (2016). Moving from compliance to agency: What teachers need to make professional learning work. Learning Forward and NCTAF. https://bit.ly/2VDvqTR

Link Google Scholar

Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 100760. https://doi.org/10.1016/j.tsc.2020.100760

Link DOI | Link Google Scholar

Creswell, J.W., & Clark, V.L.P. (2011). Designing and conducting mixed methods research. SAGE. https://bit.ly/3ymZPom

Link Google Scholar

Dantas, C., Jegundo, A.L., Quintas, J., Martins, A.I., Queirós, A., & Rocha, N.P. (2017). European portuguese validation of usefulness, satisfaction and ease of use questionnaire (USE). In Á. Rocha., A. Correia., H. Adeli., L. Reis., S. Costanzo (Eds.), Recent advances and ease of use questionnaire (USE). (pp. 561-570). World Conference on Information Systems and Technologies. Springer. https://doi.org/10.1007/978-3-319-56538-5_57

Link DOI | Link Google Scholar

De-Bruin, K. (2019). The impact of inclusive education reforms on students with disability: an international comparison. International Journal of Inclusive Education, 23(7-8), 811-826. https://doi.org/10.1080/13603116.2019.1623327

Link DOI | Link Google Scholar

Faria, T.V.M., Pavanelli, M., & Bernardes, J.L. (2016). Evaluating the usability using USE questionnaire: Mindboard system use case. In P. Zaphiris., & A. Ioannou., (eds) Learning and Collaboration Technologies (pp. 518-527). Springer. https://doi.org/10.1007/978-3-319-39483-1_47

Link DOI | Link Google Scholar

Fernández?Batanero, J.M., Cabero, J., & López, E. (2019). Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. British Journal of Educational Technology, 50(4), 1961-1978. https://doi.org/10.1111/bjet.12675

Link DOI | Link Google Scholar

Filippidis, S.K., & Tsoukalas, I.A. (2009). On the use of adaptive instructional images based on the sequential–global dimension of the Felder–Silverman learning style theory. Interactive Learning Environments, 17(2), 135-150. https://doi.org/10.1080/10494820701869524

Link DOI | Link Google Scholar

Flórez-Aristizábal, L., Cano, S., Collazos, C.A., Benavides, F., Moreira, F., & Fardoun, H.M. (2019). Digital transformation to support literacy teaching to deaf children: From storytelling to digital interactive storytelling. Telematics and Informatics, 38, 87-99. https://doi.org/10.1016/j.tele.2018.09.002

Link DOI | Link Google Scholar

Florian, L. (2007). Reimagining special education. In L. Florian (Ed.), The SAGE handbook of special education (pp. 1-4). SAGE. https://doi.org/10.4135/9781848607989.n2

Link DOI | Link Google Scholar

Gao, M., Kortum, P., & Oswald, F. (2018). Psychometric evaluation of the use (usefulness, satisfaction, and ease of use) questionnaire for reliability and validity. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 62(1), 1414-1418. https://doi.org/10.1177/1541931218621322

Link DOI | Link Google Scholar

Hariyanto, D., Triyono, M.B., & Köhler, T. (2020). Usability evaluation of personalized adaptive e-learning system using USE questionnaire. Knowledge Management & E-Learning: An International Journal, 12(1), 85-105. https://doi.org/10.34105/j.kmel.2020.12.005

Link DOI | Link Google Scholar

Hersh, M. (2017). Classification framework for ICT?based learning technologies for disabled people. British Journal of Educational Technology, 48(3), 768-788. https://doi.org/10.1111/bjet.12461

Link DOI | Link Google Scholar

Hersh, M., & Mouroutsou, S. (2019). Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study. British Journal of Educational Technology, 50(6), 3329-3344. https://doi.org/10.1111/bjet.12737

Link DOI | Link Google Scholar

Hlalele, D., & Brexa, J. (2015). Challenging the narrative of gender socialisation: Digital storytelling as an engaged methodology for the empowerment of girls and young women. Agenda, 29(3), 79-88. https://doi.org/10.1080/10130950.2015.1073439

Link DOI | Link Google Scholar

Hwang, G.J. (2014). Definition, framework and research issues of smart learning environments-a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(4), 1-14. https://doi.org/10.1186/s40561-014-0004-5

Link DOI | Link Google Scholar

Isteni?, A. (2021). Shifting to digital during COVID-19: Are teachers empowered to give voice to students? Educational Technology Research and Development, 69(1), 43-46. https://doi.org/10.1080/0022027980280601

Link DOI | Link Google Scholar

Kouvara, T.K., Karasoula, S.A., Karachristos, C.V, Stavropoulos, E.C., & Verykios, V.S. (2019). Technology and school unit improvement: Researching, reconsidering and reconstructing the school context through a multi-thematic digital storytelling project. Social Sciences, 8(2), 49. https://doi.org/10.3390/socsci8020049

Link DOI | Link Google Scholar

Lambert, J., & Hessler, B. (2018). Digital storytelling: Capturing lives, creating community. Routledge. https://doi.org/10.4324/9781351266369

Link DOI | Link Google Scholar

Landauer, T.K. (1997). Behavioral research methods in human-computer interaction. In M.G. Helander., T.K. Landauer & P.V. Prabhu (Eds.), Handbook of human-computer interaction (pp. 203-227). Elsevier. https://doi.org/10.1016/B978-044481862-1.50075-3

Link DOI | Link Google Scholar

Lattie, E.G., Duffecy, J.L., Mohr, D.C., & Kashima, K. (2017). Development and evaluation of an online mental health program for medical students. Academic Psychiatry, 41(5), 642-645. https://doi.org/10.1007/s40596-017-0726-0

Link DOI | Link Google Scholar

Li, K.C., & Wong, B.T.M. (2021). Review of smart learning: Patterns and trends in research and practice. Australasian Journal of Educational Technology, 37(2), 189-204. https://doi.org/10.14742/ajet.6617

Link DOI | Link Google Scholar

Lund, A.M. (2001). Measuring usability with the use questionnaire12. Usability Interface, 8(2), 3-6. https://bit.ly/3GL5Jmi

Link Google Scholar

Nielsen, J. (1994). Enhancing the explanatory power of usability heuristics. In Proc. ACM CHI'94 Conf. (pp. 152-158). https://doi.org/10.1145/259963.260333

Link DOI | Link Google Scholar

Park, H.R. (2019). ESOL pre-service teachers' experiences and learning in completing a reflection paper and digital storytelling. Australasian Journal of Educational Technology, 35(4). https://doi.org/10.14742/ajet.4117

Link DOI | Link Google Scholar

Ranieri, M., & Bruni, I. (2018). Digital and media literacy in teacher education: Preparing undergraduate teachers through an academic program on digital storytelling. In J. Cubbage (Ed.), Handbook of Research on Media Literacy in Higher Education Environments (pp. 90-111). IGI Global. https://doi.org/10.4018/978-1-5225-4059-5.ch006

Link DOI | Link Google Scholar

Rapanta, C., Garcia-Mila, M., Remesal, A., & Gonçalves, C. (2021). The challenge of inclusive dialogic teaching in public secondary school. [El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria]. Comunicar, 66, 9-20. https://doi.org/10.3916/C66-2021-02

Link DOI | Link Google Scholar

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506. https://doi.org/10.1007/s11423-008-9091-8

Link DOI | Link Google Scholar

Sánchez-Serrano, J.L.S., Jaén-Martínez, A., Montenegro-Rueda, M., & Fernández-Cerero, J. (2020). Impact of the information and communication technologies on students with disabilities. A systematic review 2009-2019. Sustainability, 12(20), 8603. https://doi.org/10.3390/su12208603

Link DOI | Link Google Scholar

Tomczyk, L., Jáuregui, V.C., Amato, C., Muñoz, D., Arteaga, M., Oyelere, S.S., Akyar, O.Y., & Porta, M. (2020). Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. Education and Information Technologies, 26, 2715-2741. https://doi.org/10.1007/s10639-020-10380-4

Link DOI | Link Google Scholar

Tomczyk, L., Oyelere, S.S., Puentes, A., Sanchez-Castillo, G., Muñoz, D., ?im?ek, B., Akyar, O.Y., & Demirhan, G. (2019). Flipped learning, digital storytelling as the new solutions in adult education and school pedagogy. Adult Education 2018-Transformation in the Era of Digitization and Artificial Intelligence, 69-83. https://bit.ly/3DN0tMW

Link Google Scholar

Valdivia, A. (2017). What was out of the frame? A dialogic look at youth media production in a cultural diversity and educational context in Chile. Learning, Media and Technology, 42(1), 112-125. https://doi.org/10.1080/17439884.2016.1160926

Link DOI | Link Google Scholar

Vanderpuye, I., Obosu, G.K., & Nishimuko, M. (2020). Sustainability of inclusive education in Ghana: teachers' attitude, perception of resources needed and perception of possible impact on pupils. International Journal of Inclusive Education, 24(14), 1527-1539. https://doi.org/10.1080/13603116.2018.1544299

Link DOI | Link Google Scholar

Crossmark

Ficha técnica

Recibido: 16-09-2021

Revisado: 24-11-2021

Aceptado: 03-12-2021

OnlineFirst: 01-02-2022

Fecha publicación: 01-04-2022

Tiempo de revisión del artículo : 69 (en días) | Media de tiempo de revisión de los manuscritos del número 71: 45 (en días)

Tiempo de aceptación del artículo: 78 (en días) | Media tiempo aceptación de los manuscritos del número 71: 70 (en días)

Tiempo de edición OnlineFirst: 152 (en días) | Media tiempo edición de los OnlineFirst del número 71: 144 (en días)

Tiempo de publicacicón final del artículo: 197 (en días) | Media tiempo de publicación final de los articulos del número 71: 189 (en días)

Métricas

Métricas de este artículo

Vistas: 41395

Lectura del abstract: 38493

Descargas del PDF: 2902

Métricas completas de Comunicar 71

Vistas: 450346

Lectura del abstract: 411834

Descargas del PDF: 38512

Citado por

Citas en Web of Science

Keary, A; Wood, N; (...); Carabott, K. Generating Reflections Through Professional Collaborative Storytelling AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 2022.

Link Google Scholar

Uzumcu, O and Hakkoymaz, S. Teacher Candidates' Experiences in Using Story-writing Technique to Learn Educational Philosophies: a Turkey Sample SYSTEMIC PRACTICE AND ACTION RESEARCH, 2022.

https://doi.org/10.1007/s11213-022-09618-8

Khoo, E; Mitchell, L and Sammons, M. Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children's Sense of Belonging EARLY CHILDHOOD EDUCATION JOURNAL, 2023.

https://doi.org/10.1007/s10643-023-01538-z

Aziz, R and Mangestuti, R. Profiling and action plan strategies for teachers' mental health CYPRUS TURKISH JOURNAL OF PSYCHIATRY AND PSYCHOLOGY, 2023.

https://doi.org/10.35365/ctjpp.23.2.04

Citas en Scopus

Uzumcu, O., Hakkoymaz, S. . Teacher Candidates’ Experiences in Using Story-writing Technique to Learn Educational Philosophies: a Turkey Sample ), Systemic Practice and Action Research, .

https://doi.org/10.1007/s11213-022-09618-8

Aziz, R., Mangestuti, R. Cyprus . Profiling and action plan strategies for teachers' mental health ), Turkish Journal of Psychiatry and Psychology, .

https://doi.org/10.35365/ctjpp.23.2.04

Citas en Google Scholar

Mediación didáctica de las TIC para el fortalecimiento de la comprensión lectora y el desempeño académico en el área de filosofía CL Sánchez Rolón - 2022 - repositorio.cuc.edu.co

https://repositorio.cuc.edu.co/handle/11323/9537

Generating reflections through professional collaborative storytelling A Keary, N Wood, K Barley… - Australian Journal of …, 2022 - search.informit.org

https://search.informit.org/doi/abs/10.3316/informit.599845576151550

La investigación educativa como didáctica en la enseñanza de la posverdad. Análisis de contextos AN Masegosa - Revista de Propuestas Educativas, 2023 - propuestaseducativas.org

https://propuestaseducativas.org/index.php/propuestas/article/view/1000

Teacher Candidates' Experiences in Using Story-writing Technique to Learn Educational Philosophies: a Turkey Sample O Uzumcu, S Hakkoymaz - Systemic Practice and Action Research, 2022 - Springer

https://link.springer.com/article/10.1007/s11213-022-09618-8

A Descriptive Mixed-Methods Study Examining Teachers' Needs and Preferences for Technology Integration Professional Development A Birden - 2022 - search.proquest.com

https://www.proquest.com/docview/2740939587?pq-origsite=gscholar&fromopenview=true

Distance Learning for Higher Education Applicants in War: Information Competence H Truba, I Radziievska, M Sherman, N Morska… - 2022 - dspace.zsmu.edu.ua

http://dspace.zsmu.edu.ua/handle/123456789/17652

Descarga

Métricas alternativas

Cómo citar

Yasar-Akyar, O., Rosa-Feliz, C., Sunday-Oyelere, S., Muñoz, D., & Demirhan, G. (2022). Special Education Teacher’s professional development through digital storytelling. [Desarrollo profesional de maestros de educación especial a través de la narración digital]. Comunicar, 71, 93-104. https://doi.org/10.3916/C71-2022-07

Compartir

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul Reino Unido

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X