Empoderando a los futuros educadores: aprovechando la apertura por diseño al integrar la tecnología en los programas de formación del profesorado
DOI:
https://doi.org/10.21556/edutec.2023.85.2845Palabras clave:
prácticas educativas abiertas, recursos educativos abiertos, formación docente, alfabetización digital, filosofía de la tecnología educativaResumen
Los formadores de docentes que diseñan e imparten cursos de tecnología educativa tienen un importante papel en el desarrollo de enfoques reflexivos sobre el uso de la tecnología educativa en la enseñanza y el aprendizaje mediante el desarrollo de alfabetizaciones digitales que hagan uso de una tecnología accesible, significativa y pedagógicamente apropiada. Varios investigadores han argumentado que los docentes de educación primaria son idóneos para adoptar y desarrollar aspectos de la educación abierta mediante la concienciación sobre los recursos y las prácticas educativas abiertas. Este artículo pretende articular el potencial, las lagunas y las oportunidades de los programas de formación docente para incorporar esos aspectos. A partir de una pequeña encuesta realizada a estudiantes de un programa de formación docente en la Columbia Británica de Canadá, se identifican sus lagunas de conocimiento y sus reflexiones proporcionan motivación para considerar cómo los recursos y las prácticas educativas abiertas podrían integrarse más en estos programas. Se recomienda el enfoque de la filosofía de diseño de Kahle (2008) y se discute en base a los resultados centrándose en el uso de la tecnología para priorizar la apertura que se alinea bien con los temas prominentes en los programas de formación docente.
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