ISSN 1989 - 9572
Diploma course “ICT and informational
advanced competences for in-service primary
and secondary teachers in Mexico”
Diplomado
de
TIC
y
competencias
informacionales avanzadas para maestros en
servicio de primaria y secundaria en México.
Sara Julia Castellanos Quintero
Universidad de Valladolid, México
Eduardo Martínez González
Laboratorio Nacional de Informática Avanzada, Xalapa, México
Karla Paola Martínez Rámila
Laboratorio Nacional de Informática Avanzada, Xalapa, México
Alberto Ramírez Martinel
Laboratorio Nacional de Informática Avanzada, Xalapa, México
Journal for Educators, Teachers and Trainers, Vol. 2
http://www.ugr.es/~jett/index.php
Fecha de recepción: 27 de abril de 2011
Fecha de revisión: 15 de mayo de 2011
Fecha de aceptación: 17 de septiembre de 2011
Castellanos Quintero, S.; Martínez González, E.; Martínez Ramila, P. y Ramírez
Martinell, A. (2011). Diploma course “ICT and informational advanced competences
for in-service primary and secondary teachers in Mexico”. Journal for Educators,
Teachers and Trainers, Vol. 2, pp. 28 – 34.
Journal for Educators, Teachers and Trainers, Vol. 2
ISSN 1989 - 9572
http://www.ugr.es/~jett/index.php
Diploma course “ICT and informational advanced competences for inservice primary and secondary teachers in Mexico”1
Diplomado de TIC y competencias informacionales avanzadas para
maestros en servicio de primaria y secundaria en México.
Sara Julia Castellanos Quintero. Universidad de Valladolid, México, sarajulia2412@yahoo.com.br
2
Eduardo Martínez González. LANIA , Xalapa, México, eduardomtnezglez@hotmail.com
Karla Paola Martínez Rámila. LANIA, Xalapa, México kmartine@lania.mx
Alberto Ramírez Martinell. LANIA, Xalapa, México armartinell@googlemail.com
Resumen
En el marco de la Reforma Intgral de Educación en México el tema que concierne a la investigación
implica la necesidad de entrenar, actualizar y especializar a los maestros en servicio de educación
básica en México en competencias TIC para su uso en el proceso de enseñanza-aprendizaje.
Para ello se propone la metodología CEyA como una alternativa que contribuya al proceso de
diseño, implementación, revisión, adaptació, monitoreo y evalución del diplomado para los maestros
en servicio de primaria y secundaria en México.
Abstract
Within the framework of the comprehensive reform of basic education in Mexico the subject that
concerns the research implies the need to train, update and specialize in service-teachers of basic
education. This diploma course is based on CEyA methodology created by the authors of the
project.
CEyA methodology is proposed as an alternative that contributes to the process of design,
implementation, revision, adaptation, monitoring and evaluating the diploma course for in-service
primary and secondary school teachers in Mexico.
Palabras clave/ keywords
Maestros en servicio, uso de la tecnología en educación, competencias.
In-service teacher education, technology uses in education, competency based teacher education.
Citation
Castellanos Quintero, S.; Martínez González, E.; Martínez Ramila, P. y Ramírez Martinell, A. (2011).
Diploma course “ICT and informational advanced competences for in-service primary and secondary
teachers in Mexico”. Journal for Educators, Teachers and Trainers, Vol. 2, pp. 28 – 34.
1
Project in course
2
Laboratorio Nacional de Informática Avanzada.
Journal for Educators, Teachers and Trainers JETT, Vol. 2; ISSN: 1989-9572
29
Project in course
Within the framework of the integral education reform in Mexico the subject that concerns the
research implies the need to train, update and specialize in- service teachers of basic education, e.g.
educators, teachers of primary and secondary schools who are immersed in a world of digital
natives, a world in which they have a responsibility to mediate between individuals and the
environment that surrounds them, an environment increasingly more technocratic and needed of
searching items that contribute to establish bridges of communication capable to orientate
technology towards a more assertive social benefit.
Online courses, multimodal and/or mixed designers are facing new challenges, new paradigms that
offer the opportunity to redefine their practice teaching, their way of designing, implementing the ICT
in their school practice and even learning.
The purpose of the research is to propose a diploma course on ICT and informational advanced
competences.
The National Laboratory of Advanced Informatics (LANIA), with mixed funds of CONACYT has
engaged in the development of a Course about Information and Communication Technologies
Competencies and information literacy for elementary school educators. In the framework of the
Elementary Education 2009 Reform, this course aims to foster the information literacy and ICT
competencies needed for a Twenty First Century Educatorʼs integral development, which includes,
on the one hand, the educatorʼs awareness of changing the way he lives, works, learns, teaches and
shares what was learned; and, on the other hand, the possibility of forming informed-citizens
capable of contributing with their social environment.
The courses that have been organized in LANIA using ICT in the classroom lacked of
methodological elements that permit to develop competencies and demonstrate how they are
developed in terms of students´performance.
Together with the lack of methodology that would contribute to the development of ICT
competencies, in-service training teachers of basic education in Mexico don not have preparation to
work with ICT in the classroom. And this is a necessity of the nowadays society. The curriculum of
any programm of basic education in Mexico do not include subject matters referred to the
incorporation, use and develop the ICT in the classroom.
Besides the absence of ICT in he curriculum design of basic education teachers, the programs do
not are designed by competencies. In the present day competency based teacher education is not
well developed in Mexico.
The curriculum of basic education teacher do not include contents that permit the formation on ICT
competencies, the teachers in formation do not have access to on–line courses, they do not know
how to use platforms, virtual environments, they do not manage informational competencies to use
ICT in the classroom.
The lack of ICT formation in the curriculum design of basic education teacher in Mexico could be
solved implementing a methodology that contributes to develop ICT competencies and to evaluate
the level of teacher´s and student´s performance.
The action of determining, selecting and identifying a level of performance permits the teacher to
define and built his personal formation and also know his level of learning when he does any activity
or a series of activities.
Nowadays the education process needs the use of new methods to learn, to communicate in
different ways and to use the information, methods that permit to develop competencies and
determine the level of the competencies´ development and evaluation, and also establish new levels,
profiles and learning.
The research started from a diagnosis of an on-line course where a group of basic education
teachers in Mexico participated in LANIA in 2010. The diagnosis evaluated aspects such as
organization and objectives of that course and also activities that permitted identify pros and contras,
opportunities, handicaps and difficulties that took place during the development of that course.
Journal for Educators, Teachers and Trainers JETT, Vol. 2; ISSN: 1989-9572
30
Based on that diagnosis a methodology is proposed with the aim to facilitate the teaching-learning
process using ICT in the classroom. This methodology permits both, teacher and student, to be
active participants in the process.
The research was done during November 2009 and March 20011 and it was an action-research
process that included designing, colleting and interpreting data to find solutions for needs and
requirements, and also it permitted that all the participants, e.g. program´s designers, students,
tutors, instructors, administration personnel, programmers could work together in the Diploma
course “ICT and informational advanced competences for in-service primary and secondary
teachers in Mexico”.
For that reason, the action-research is a kind of participative, because it is a combination of theory
and practice, where the practice process enrich the theory and vice versa.
When participating on the design, implementation and evaluation of the diploma course, the
researchers enriched their practice in collaboration with the participants and the distance between
them is reduced.
This diploma course is based on CEyA methodology created by the authors of the project. CEyA
(capacitación, especialización y actualización docente) is an acronym that references to
the concepts like training, specialization and updating the teachers.
CEyA methodology is proposed as an alternative that contributes to the process of design,
implementation, revision, adaptation, monitoring and evaluating the diploma course for in-service
primary and secondary school teachers in Mexico.
The diploma course is composed by 4 modules.
•
•
•
•
The first one is addressed to increase teachers´digital literacy.
The second one trains teachers in the use of ICT basic competences in the classroom.
The third module contains activities for training teachers in the selection and use of the web
information for educational purpose.
Finally, the fourth module is dedicated to the use of advanced ICT competences at the
virtual environment for educational purpose.
CEyA methodology contents elements that are addressed to formation competencies and evaluation
performances. The elements that integrate CEyA methodology are the following:
1. Determination of competencies (generic and specific).
2. Determination of performances.
3. Identifcation of desired learning
4. Determination of input profile.
5. Determination of output profile.
6. Selection of contents.
6.1. Concepts
6.2. Abilities
6.3. Values.
7. Activity.
8. Task.
9. Activity purpose.
10. Time to do the activity.
11. Products.
12. Evaluation.
12.1. Evaluation techniques and instruments.
12.1.1. Problem-solving.
12.1.2. Case study.
12.1.3. Project.
12.1.4. Conceptual maps.
12.1.5. Diary.
12.1.6. Discussion.
12.1.7. Essays.
Journal for Educators, Teachers and Trainers JETT, Vol. 2; ISSN: 1989-9572
31
12.1.8. Questions.
12.1.9. Portfolios.
12.1.10. Blogs.
12.1.11. Videos.
13. Feedback.
14. Suggestions.
15. Resources.
15.1. Documents.
15.1.1. PDF
15.1.2. E-books
15.1.3. Multimedia.
15.1 4. MPGE.
15.1 5. MP3.
15.1.6. MP4.
15.1.7. Internet
15.1.8. WORD
As an example of the application of CEyA methodology, it is presented a lesson planning
Title of the activity
Previous knowledge about the informational literacy
Description of the task
Without consulting any resource take participation in a CHAT to discuss about the following topics:
¿What is informational literacy?
¿What are ICT?
¿What does “be informed” mean?
After answering the questions using the CHAT , the student-teacher write down his answers using a
WORD document and send it to the teacher using the MOODLE platform
Purpose
Share the knowledge about the informational literacy using CHAT and WORD document.
Contents
Concepts
•
•
•
•
Infromational literacy
Chat
Information
Comunication
Abilities
•
•
•
•
Writing
Composition
Ortography
Discussion
Values
•
•
•
•
Time
60 minutes
Respect participant´s
opinions
Share opinions among
the participants
Expresss
personal
opinions
Participate actively
Product
A written WORD document
How to send
MOODLE platform
Desired learning
Express the knowledge about the informational literacy and share ideas and opinions about the
same topic.
Competencies
Know the importance of ICT use Use technology to learn
Learn to produce knowledge
in education and its possibilities
as support the teaching practice.
Evaluation criteria
Respect the others´ opinions and Give personal opinions about A written WORD document
collaborate in doing the task
informational
literacy,
information y communication.
Write without mistakes and
use the correct style.
Journal for Educators, Teachers and Trainers JETT, Vol. 2; ISSN: 1989-9572
32
Evaluation techniques and instruments
Questions and answers, use of previous knowledge
Performance level criteria
Excelent performance
Good performance
Entry performance
Participate actively on chat, be Participate
on
CHAT,
be Participate on CHAT, argue
propositive, argue personal propositive,
argue
personal personal opinions
opinions
opinions
Do
not
give
personal
Give personal opinion about Give personal opinion about definition of informational
informational literacy and try to informational literacy and try to literacy
give personal concepts about give personal concepts about Give
concepts
about
information
and information and communication, information
and
communication, use CHAT, use CHAT, write a report with communication, use CHAT,
write a report correctly
some
difficulties
in
its Write a report with some
composition.
mistakes that difficult its
Write a conclusion about the
comprehension.
informational literacy and send Write a conclusion about the
to the teacher using MOODLE informational literacy and send to Write a conclusion about the
platform.
the teacher using MOODLE informational literacy and
platform.
send to the teacher without
using MOODLE platform.
Suggestions
Start
Development
Conclusion
Know how to use CHAT, Participate trying not to be Use the notes taking during
finding the link on the upper left repetitive; argue, express ideas, the CHAT.
side of the platform
share ideas with the participants, Write a WORD document
respect turns to speak, take about the personal ideas and
notes of participant´s ideas and opinions from CHAT.
opinions
All the activities should be
saved in the student´s
portfolio.
Resources
WORD document
Media
Web and links
¿What is CHAT?
Use of CHAT
No available
Feedback
Know implications of the use of ICT in education and its possibilities to support the education
process due to search about different strategies for searching, analyzing and sharing information.
Previous knowledge permits to know about the cultural background of a person when asking: What
is informational literacy?
What do we know about ICT? What does be informed mean?
When sharing answer there appear the possibility to reach to the subject matter, to ask ourselves
what we know about it and what we need to know. When participating on CHAT we live a new
experience, when writing conclusions about the ideas and opinions we have expressed on CHAT, it
permits to think about what we have done and to have the opportunity to observe pros and contras
of the subject matter.
Conclusion
The development of ICT competencies and the conveying them in performances it is not an empiric
process. The teacher who pretends design a competency-based course should follow a
methodology that permits him to fulfill the objectives. CEyA methodology contributes to the formation
of ICT competencies since the design until the performance evaluation.
The present research combines the practice with the theory and has the objective of presenting
contents to help the teacher in designing, implementing and evaluating the task, to help students in
analyzing, doing, producing and receiving feedback about the task.
Journal for Educators, Teachers and Trainers JETT, Vol. 2; ISSN: 1989-9572
33
CEyA methodology considers the student and the teacher who are involved in the course as
generator of changes and propositive agent, and gives important elements to determine parameters
and action lines to improve the quality of education.
CEyA methodology is created not only to design, aplicate and evaluate the competencies throughout
the activities and its development but also to organize and evaluate the course, influencing on the
administration and management of the resources.
All educational process is possible to be improved and should be adapted to different contexts. For
that reason all the elements that conform CEyA methodology are necessary and can not be
excluded each other, because they integrate a unity that permits convey competencies into
performance.
As more organized the course activities are, better a teacher could reach his objectives with the
students.
CEyA methodology is based on an interaction between theory and practice.
An example of this was the diagnosis that permitted to make decision to improve the quality of the
diploma course.
Proposing contents and activities that permit to develop competencies using CEyA methodology
mean a better comprehension of the teaching-learning process based on competencies. It permits
the use of new educational practices where the students could take an active participation in their
personal learning, and the teacher gives elements and resources necessary for students to reach
the goal in the development of ICT competencies and their performance.
References
CONTRA LA PARED (2009). Estado de la Educación en México. Mexicanos Primero. México, D.F.
INCLÁN-ESPINOZA C., DIÁZ-BARRIGA, A.; TYLER-ELENES, N. y CUEVAS-CAJIGA, Y.(2009).
Guía para el Formador. Diplomado para la Reforma Integral de la Educación Básica.
Docentes de primero y sexto grados. Módulo I. Universidad Nacional Autónoma de México,
1ª Ed.
KOZMA, ROBERT B. (2005) National policies that connect ICT-based education reform to economic
and social development. Human Technology. Center of Technology in Learning SRI
International, USA.
LAU J. y COSTÉS J. (2004) Normas de alfabetización informativa para el aprendizaje. Universidad
Autónoma de Ciudad Juárez, 1ª Ed, México.
NOLASCO VÁZQUEZ, P.; RAMÍREZ, R.; y JANET, E. (2009). Definición de un Modelo Educativo en
Tecnologías de Información basado en competencias Laborales. Proyecto IDEA-CONACyT.
Xalapa, Veracruz.
PERRENOUD, Philippe (2002). La noción de competencias. Construir competencias desde la
escuela. Dolmen-Océano, Santiago de Chile.
PLAN DE ESTUDIOS (2009). Educación Básica. Primaria. Secretaría de Educación Pública.
México, D.F. 2ª Ed.
UNESCO (2008). Estándares de Competencia en TIC para docentes. Londres.
More info
The research project is registered by CONACyT as follow:
•
Modality: B1 Desarrollo Tecnológico.
•
No. of project: 000000000127566.
•
Títle: Diplomado en Competencias Tecnológicas de Información y Comunicación e
informativas en el aula de Educación Básica.
Journal for Educators, Teachers and Trainers JETT, Vol. 2; ISSN: 1989-9572
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