Technology for Communication and Problem Solving in the Classroom. Effects on Meaningful Learning

Authors

  • David Castro-Garcia Universidad Nacional de Colombia - Departamento de Psicología
  • Fredy Andrés Olarte Dussán Universidad Nacional de Colombia
  • Javier Corredor Universidad Nacional de Colombia

DOI:

https://doi.org/10.1344/der.2016.30.207-219

Keywords:

meaningful learning, technology, ICT, communication, problem solving.

Abstract

Interest for increasing meaningful learning is a concern to various lines of research in the field of education. However, little is known about how this process can be facilitated by using technological resources. In this article, we want to explore how use of technology, which fosters communication and problem solving in the classroom, is related to meaningful learning. In the study participated five public schools of the Cundinamarca department and the analyses were conducted on 470 observations of senior high school student’s survey answers. The study was carried out under a school reform program that used a strategy of teaching - learning, in which ICT elements were integrated to develop technological skills. Two instruments were administered: a non-participant observation format to register the use of ICT resources and a student's perception survey evaluating meaningful learning. The univariate analysis of variance suggest that use of technology for communication and problem solving in the classroom is related to meaningful learning in terms of emotional and affective engagement with academic contents. The results also show relationships between students experience and their previous knowledge, as well as, development of their transfer skills to problem solving situations

Author Biographies

David Castro-Garcia, Universidad Nacional de Colombia - Departamento de Psicología

Investigador Asistente del Centro de Innovación Educativa Regional (CIER-centro)

Fredy Andrés Olarte Dussán, Universidad Nacional de Colombia

Profesor Asistente del Departamento de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Colombia

Javier Corredor, Universidad Nacional de Colombia

Profesor Asociado del Departamento de Psicología de la Universidad Nacional de Colombia

References

Ariza, M. R., & Quesada, A. (2014). Nuevas tecnologías y aprendizaje significativo de las ciencias. Enseñanza de las Ciencias, 32(1), 101-115. doi: 10.5565/rev/ensciencias.433 Ausubel, D. P. (1976). Significado y aprendizaje significativo. In Ausubel, D. P. Psicología educativa: un punto de vista cognoscitivo. (pp. 55-107). Mexico: Trillas. Recuperado de http://goo.gl/lvFrcM Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer Science y Business Media. Recuperado de https://goo.gl/Y8Kobf Ausubel, D. P., Novak, J. D., & Hanesian, H. (1976). Psicología educativa: un punto de vista cognoscitivo (Vol. 3). México: Trillas. Recuperado de http://goo.gl/3uE7Hw Barak, M. (2006). Instructional principles for fostering learning with ICT: teachers' perspectives as learners and instructors. Education and information technologies, 11(2), 121-135. doi: 10.1007/s11134-006-7362-9 Barron, A. E., & Orwig, G. W. (1997). New technologies for education: A beginner's guide. Englewood, CO: Libraries Unlimited. Recuperado de https://goo.gl/wsavoV Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science y Technology Education, 5(3), 235-245. Recuperado de http://goo.gl/Pm8kfK Carrasco, M. R., & Torrecilla, F. J. M. (2012). Learning environments with technological resources: a look at their contribution to student performance in Latin American elementary schools. Educational Technology Research and Development, 60(6), 1107-1128. doi: 10.1007/s11423-012-9262-5 Castañeda, M. F., & Corredor, J. (2016). Las nuevas tecnologías y el sujeto docente: Incidencia de las relaciones con las nuevas tecnologías en docentes colombianos y en sus prácticas. In Sierra, L. O., Abouchar, A., & al. (Eds.), Investigación e innovación educativas: docentes. Bogotá: Centro Editorial de Facultad de Ciencias Humanas de la Universidad Nacional de Colombia. Recuperado de http://goo.gl/6GFEAA Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology y Society, 13 (4), 63–73. Recuperado de http://goo.gl/tnKSS2 Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers y Education, 57(1), 1184-1193. doi: 10.1016/j.compedu.2011.01.007 Coll, C. (1988). Significado y sentido en el aprendizaje escolar. Reflexiones en torno al concepto de aprendizaje significativo. Infancia y aprendizaje, 11(41), 131-142. doi: 10.1080/02103702.1988.10822196 Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge. Recuperado de https://goo.gl/q4iu2Y De Miranda, M. A., & Folkestad, J. E. (2009). Current perspectives on technology education in the United States. In UNESCO. (Eds.), Connect: UNESCO International Science, Technology y Environmental Education Newsletter, 24(4), (pp. 1-24). Recuperado de http://goo.gl/MKRkRG Feo, R. (2010). Orientaciones básicas para el diseño de estrategias didácticas. Tendencias pedagógicas. 16(1), 220-236. Recuperado de http://goo.gl/71eAeB Geisert, P.G., & Futrell, M. (1999). Teachers, computers, and curriculum: Microcomputers in the classroom. Boston: Allyn and Bacon. Recuperado de http://goo.gl/8fLHYr González, F., Ibáñez, F., Casalí, J., López, J., & Novak J. D. (2007). Una aportación a la mejora de la calidad de la docencia universitaria: Los mapas conceptuales. (2nd ed., pp. 1-185). Pamplona: Servicio de Publicaciones de la Universidad Pública de Navarra. Recuperado de http://goo.gl/U0gkq6 Hakkarainen, K., Ilomäki, L., & al. (2000). Students’ skills and practices of using ICT: Results of a national assessment in Finland. Computers y Education, 34(2), 103-117. Recuperado de https://goo.gl/Y0rcB0 doi: 10.1016/S0360-1315(00)00007-5 Hunt, J., & Drabble, A. (2013). Working Inside Social Networking Spaces: Making Sense of Participant Conversation? International Journal of Technologies in Learning, 19(2), 21-36. Recuperado de http://goo.gl/5oC7Dz Hynan, A., Murray, J., & Goldbart, J. (2014). ‘Happy and excited’: Perceptions of using digital technology and social media by young people who use augmentative and alternative communication. Child Language Teaching and Therapy, 30(2), 175-186. doi: 10.1177/0265659013519258 Jonassen, D. H., Carr, C., & Yueh, H.-P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32. doi: 10.1007/BF02818172 Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233-250. Recuperado de https://goo.gl/NuDXDh Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE journal, 16(1), 77-92. Recuperado de https://goo.gl/Auc9fn Koh, J. H. L. (2013). A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887-900. Recuperado de http://goo.gl/z3Yjdp Löfström, E., & Nevgi, A. (2007). From strategic planning to meaningful learning: diverse perspectives on the development of web‐based teaching and learning in higher education. British Journal of Educational Technology, 38(2), 312-324. doi: 10.1111/j.1467-8535.2006.00625.x Martínez, M. (2006). Validez y confiabilidad en la metodología cualitativa. Paradigma. 27 (2). Recuperado de http://goo.gl/Y2RRXR Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational psychology review, 14(1), 87-99. Recuperado de http://goo.gl/uLLhRE Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook:” The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17. Recuperado de http://goo.gl/LuZwpD doi: 10.1080/03634520601009710 Moreira, M. A. (2012). ¿Al final, qué es aprendizaje significativo? Qurriculum: Revista de teoría, investigación y práctica educativa, (25), 29-56. Recuperado de http://goo.gl/8UWZYs Nguyen, N., Williams, J., & Nguyen, T. (2012). The use of ICT in teaching tertiary physics: Technology and pedagogy. In Asia-Pacific Forum on Science Learning and Teaching, 13(2), 1-19. Recuperado de http://goo.gl/SGY97W Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. In the Proceedings of the Higher Education for the 21st Century Conference (Miri, 24-26 September, 2002). Sarawak: Curtin University. Recuperado de http://goo.gl/odQ1fH Poikela, P., Ruokamo, H., & Teräs, M. (2015). Comparison of meaningful learning characteristics in simulated nursing practice after traditional versus computer-based simulation method: A qualitative videography study. Nurse education today, 35(2), 373-382. Recuperado de http://goo.gl/mTtcPq doi: 10.1016/j.nedt.2014.10.009 Rodríguez, M. (2011). La teoría del aprendizaje significativo: una revisión aplicable a la escuela actual. Revista electrónica d’investigació i innovació educativa i socioeducativa, 3(1), 29-50. Recuperado de https://goo.gl/BhKrVI Vallori, A. B. (2003). El aprendizaje significativo en la práctica. Equipos de investigación y ejemplos en didáctica de la geografía. In La enseñanza de la geografía ante las nuevas demandas sociales (pp. 371-384). Grupo de Didáctica de la Geografía (AGE). Recuperado de http://goo.gl/xIKwCo Wang, Q. (2009). Design and evaluation of a collaborative learning environment. Computers y Education, 53(4), 1138-1146. doi: 10.1016/j.compedu.2009.05.023 Warschauer, M. (1997). Computer‐mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481. doi: 10.1111/j.1540-4781.1997.tb05514.x Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information and communication technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1-8. doi: 10.5539/elt.v6n7p1

Published

2016-12-15