El conocimiento ético profesional docente y su presencia en la inclusión de las tecnologías en el contexto educativo presente

  1. Gómez-Trigueros, Isabel María 1
  2. Ortega-Sánchez, Delfín 2
  1. 1 Universidad de Alicante (España)
  2. 2 Universidad de Burgos (España)
Journal:
Edutec: Revista electrónica de tecnología educativa

ISSN: 1135-9250

Year of publication: 2022

Issue: 80

Pages: 149-163

Type: Article

DOI: 10.21556/EDUTEC.2022.80.2345 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Edutec: Revista electrónica de tecnología educativa

Abstract

The objective of this study is to analyze the professional ethical knowledge of teachers in the use of technologies by teachers in training. Starting from the Technological Pedagogical Content Knowledge (TPACK) model to measure the correct inclusion of technologies in the classroom, a descriptive mixed methodological design study has been carried out. The instruments used were the Likert scale questionnaire and the personal interview, both organized in four dimensions on the professional ethical knowledge, the ethics of technology, the pedagogical technological ethics and the disciplinary technological ethics of future teachers. The questionnaire was applied to a sample of 632 professors in training from a European university in the context of COVID-19 and 429 students participated in the interview. The findings revealed little or no training in professional ethical knowledge of the teachers in training; the need to deepen such knowledge to face the current, pandemic and post-pandemic context of education and the importance of including the ethical component in the TPACK model for a correct and ethical implementation of digital resources in the classroom.

Bibliographic References

  • Anderson, K. (2005). Christian ethics in plain language. Thomas Nelson Inc.
  • Argibay, J. C. (2009). Muestra en investigación cuantitativa. Subjetividad y Procesos Cognitivos, 13(1), 13-29. http://www.redalyc.org/articulo.oa?id=339630252001
  • Asamoah, M. K. (2019). TPACKEA Model for Teaching and Students’ Learning. J Acad Ethics 17, 401-421. https://doi.org/10.1007/s10805-019-09326-4
  • Atun, H. y Usta, E. (2019). The effects of programming education planned with TPACK framework on learning outcomes. Participatory Educational Research (PER), 6(2), 26-36. https://doi.org/10.17275/per.19.10.6.2
  • Cabero-Almenara, J., Barroso-Osuna, J., Palacios Rodríguez, A. y Llorente-Cejudo, C.(2020). Marcos de Competencias Digitales para docentes universitarios: su evaluación a través del coeficiente competencia experta. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(3), 17-34. https://doi.org/10.6018/reifop.414501
  • Cohen, L.; Manion, L. y Morrison, K. (2008). Research methods in education. Routledge.
  • Corbin, J. y Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
  • Fraenkel, J. R. y Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
  • Ganote, C. y Longo, P. (2015). Education for social transformation: infusing feminist ethics and critical pedagogy into community-based research. Critical Sociology, 41(7/8), 1065-1085. https://doi.org/10.1177/0896920514537843
  • Gao, T., Siegel, P., Johar, J. S. y Sirgy, M.J. (2008). A Survey of Management Educators’ Perceptions of Unethical Faculty Behavior. J Acad Ethics 6, 129-152. https://doi.org/10.1007/s10805-008-9062-z
  • García-Parra, M., y Pérez Sepulcre, M. (2021). Vínculos entre Ética, Tecnología Educativa y Pedagogía Hospitalaria: una revisión sistematizada de la literatura. Edutec. Revista Electrónica De Tecnología Educativa, 77, 17-34. https://doi.org/10.21556/edutec.2021.77.2121
  • Ghiațău, R. M. y Mâță, L. (2019). Factors influencing higher education teachers’ attitudes towards unethical use of information technology: A review. Revista Romaneasca pentru Educatie Multidimensionala. 11(1), 287-300. https://doi.org/10.18662/rrem/111
  • Gómez-Trigueros, I. M. (2020). Digital Teaching Competence and Space Competence with TPACK in Social Sciences. International Journal of Emerging Technologies in Learning (iJET), 15(19), 37-52. https://doi.org/10.3991/ijet.v15i19.14923
  • Gómez Trigueros, I.M., Ortega Sánchez, D. y García Cobas, R. (2021a). Brecha digital de género y coeducación: claves conceptuales y orientaciones metodológicas (1a ed.). Aula Magna Proyecto Clave McGraw Hill.
  • Gómez-Trigueros, I.M., Ponsoda, S. y Díez, R. (2021b). Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence. International and Multidisciplinary Journal of Social Sciences, 10(3), 64-87. http://doi.org/10.17583/rimcis.8652
  • Higgs-Kleyn, N. y Kapelianis, D. (1999). The Role of Professional Codes in Regarding Ethical Conduct. Journal of Business Ethics, 19, 363-374. https://doi.org/10.1023/A:1005899517191
  • Landeta, J. (2002). El método Delphi. Una técnica de previsión para la incertidumbre. Ariel.
  • Mâtă, L. y Boghian, I. (2019). Perception of Teachers in Higher Education towards Ethical Issues of Information Technology Use. Revista Romaneasca Pentru Educatie Multidimensionala, 11(4), 156-169. https://doi.org/10.18662/rrem/183
  • Mâță, L., Clipa, O. y Tzafilkou, K. (2020). The development and validation of a scale to measure university teachers’ attitude towards ethical use of information technology for a sustainable education. Sustainability, 12(15), 6268. https://doi.org/10.3390/su12156268
  • Mishra, P. y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
  • Ortega-Sánchez, D., Gómez-Trigueros, I.M., Trestini, M. y Pérez-González, C. (2020). Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students. Multimodal Technologies and Interaction, 4(4), 74. https://doi.org/10.3390/mti4040074
  • Pardo, A., Ruiz, M.A. y San-Martín, R. (2015). Análisis de datos en ciencias sociales y de la salud I. Síntesis.
  • Raykov, T. y Marcoulides, G.A. (2017). Ecuation of true criterion validity for unidimensional multicomponent measuring instruments in longitudinal studies. Structural Equation Modeling, 24(4), 599-608. https://doi.org/10.1080/10705511.2016.1172486
  • Sánchez-Gómez, M. C., Rodrigues, A. I. y Costa, A. P. (2018). Desde los métodos cualitativos hacia los modelos mixtos: tendencia actual de investigación en ciencias sociales. Revista Ibérica de Sistemas e Tecnologias de Informação, 28, 9–13. https://doi.org/10.17013/risti.28.0
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
  • UNESCO (2018). Issues and Trends in Education for Sustainable Development. UNESCO. http://unesdoc.unesco.org/images/0026/002614/261445e.pdf
  • World Health Organization (2020). WHO guidelines on physical activity and sedentary behaviour. World Health Organization, 2020. https://www.who.int/publications/i/item/9789240015128
  • Yurdakul, I. K., Odabasi, H. F., Kilicer, K, Coklar, A. N., Birinci, G. y Kurt, A. A. (2012). The development, validity and reliability of TPCK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. https://doi.org/10.1016/j.compedu.2011.10.012
  • Zhu, X. y Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigit Sci Educ, 2, 695-699. https://doi.org/10.1007/s42438-020-00126-3
  • Zohrabi, M. (2013). Mixed Method Research: Instruments, Validity, Reliability and Reporting Findings. Theory and Practice in Language Studies, 3(2), 254-262 https://doi.org/10.4304/tpls.3.2.254-262
Data source: Dialnet