Pozo Juan-Ignacio, Pérez Echeverría María-Puy, Cabellos Beatriz, Sánchez Daniel L
Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain.
Front Psychol. 2021 Apr 29;12:656776. doi: 10.3389/fpsyg.2021.656776. eCollection 2021.
The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.
由于新冠疫情导致学校关闭，这已成为一个重大的全球事件，促使我们重新思考各国的教育运作方式。在这场危机引发的众多变化中，所有教学都通过数字技术进行中介。本文旨在分析这段时间通过数字技术开展的活动以及它们所反映的教学理念。我们设计了一份李克特式在线问卷来衡量教学活动的频率。来自西班牙的1403名教师（734名小学教师和669名中学教师）回答了该问卷。所提议的活动因所促进的学习（复制性或建设性）、学习成果（言语、程序性或态度性）、活动所针对的评估类型以及合作活动的存在而有所不同。本研究的主要结果是，教师使用复制性活动的频率高于建设性活动。我们还发现，大多数活动有利于言语和态度性学习。合作活动的频率最低。最后，通过聚类分析，我们根据数字技术使用的频率和类型确定了四种教学模式：被动型、主动型、复制型和解释型。产生最一致差异的变量是先前的数字技术使用情况。这些结果表明，信息通信技术的使用是复制性而非建设性的，这阻碍了数字技术有效融入课程，从而使学生无法获得21世纪的能力。
