Rendimiento académico y tecnologíaevolución del debate en las últimas décadas

  1. Miguel-Revilla, Diego 1
  1. 1 Universidad de Valladolid, Valladolid, España
Revista:
Cadernos de Pesquisa

ISSN: 0100-1574,  1980-5314

Año de publicación: 2020

Volumen: 50

Número: 178

Páginas: 1122-1137

Tipo: Artículo

DOI: 10.1590/198053147144 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Cadernos de Pesquisa

Resumen

La investigación educativa ha analizado posibles vínculos entre el uso de la tecnología y el rendimiento escolar desde la introducción de los ordenadores en las aulas. Este estudio presenta una revisión de la literatura, focalizando la manera en la que el uso y la introducción de la tecnología en las aulas han sido percibidos por la investigación educativa. A través de una discusión que se inicia en los años 70 y que llega hasta hoy, se examina la evolución de las inquietudes y enfoques de cada momento histórico, valorando la producción científica y los resultados más relevantes en la literatura. Finalmente, se examina el impacto de la tecnología educativa en la motivación e implicación del alumnado, para discutir el potencial de las herramientas digitales más allá del rendimiento académico. 

Referencias bibliográficas

  • ALDERETE, María Verónica; DI MEGLIO, Gisela; FORMICHELLA, María Marta. Acceso a las TIC y rendimiento educativo: ¿una relación potenciada por su uso? Un análisis para España. Revista de Educación, Madrid, n. 377, p. 54-79, jul./sept. 2017.
  • BALANSKAT, Anja; BLAMIRE, Roger; KEFALA, Stella. The ICT impact report. Brussels: European Schoolnet, 2006.
  • BANGERT-DROWNS, Robert L.; KULIK, James A.; KULIK, Chen-Lin C. Effectiveness of computer-based education in secondary schools. Journal of Computer-Based Education, n. 12, p. 59-68, 1985.
  • BARROW, Lisa; MARKMAN, Lisa; ROUSE, Cecilia Elena. Technology’s edge: the educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, v. 1, n. 1, p. 52-74, Feb. 2009.
  • BIAGI, Federico; LOI, Massimo. Measuring ICT use and learning outcomes: evidence from recent econometric studies. European Journal of Education, v. 48, n. 1, p. 28-42, Feb. 2013.
  • CABRAS, Stefano; TENA, Juan D. Estimación del efecto causal del uso de ordenadores en los resultados de los estudiantes en la prueba PISA 2012. Madrid: Ministerio de Educación, Cultura y Deporte de España, 2013. (PISA 2012, Informe Español. Volumen II: Análisis secundario).
  • CENNAMO, Katherine; ROSS, John; ERTMER, Peggy. Technology integration for meaningful classroom use: a standards-based approach. Belmont: Wadsworth Publishing, 2013.
  • CHANDRA, Vinesh; LLOYD, Margaret. The methodological nettle: ICT and student achievement. British Journal of Educational Technology, v. 39, n. 6, p. 1087-1098, Oct. 2008.
  • CONDIE, Rae; MUNRO, Bob; SEAGRAVES, Liz; KENESSON, Summer. The impact of ICT in schools: a landscape review. Coventry: BECTA (British Educational Communications and Technology Agency), 2007.
  • CUBAN, Larry. Oversold and underused: computers in the classroom. Cambridge: Harvard University Press, 2001.
  • DUQUE, Rick; COLLINS, Martin; ABBATE, Janet; AZAMBUJA, Celso Candido; SNAPRUD, Mikael. History of ICT. In: SHRUM, W.; BENSON, K. R.; BIJKER, W. E.; BRUNNSTEIN, K. (ed.). Past, present and future of research in the Information
  • society. Boston: Springer, 2007. p. 33-45.
  • DWYER, David. Apple classrooms of tomorrow: what we’ve learned. Educational Leadership, v. 51, n. 7, p. 4-10, Apr. 1994.
  • FELDHUSEN, John; SZABO, Michael. The advent of the educational heart transplant, computer-assisted instruction: a brief review of the research. Contemporary Education, n. 40, p. 265-274, 1969.
  • FLORES, Javier Gil. Utilización del ordenador y rendimiento académico entre los estudiantes españoles de 15 años. Revista de Educación, Madrid, n. 357, p. 375-396, enero/abr. 2012.
  • FRIEDMAN, Adam M.; HICKS, David. Guest editorial: the state of the field: technology, social studies, and teacher education. Contemporary Issues in Technology and Teacher Education, v. 6, n. 2, p. 246-258, June 2006.
  • GÓMEZ-FERNÁNDEZ, Nerea; MEDIAVILLA, Mauro. Do information and communication technologies (ICT) improve educational outcomes? Evidence for Spain in PISA 2015. Barcelona: Institut d’ Economia de Barcelona, 2018. (Working Papers, 20)
  • ISTE POLICY BRIEF. Technology and student achievement - The indelible link. Washington, D.C.: ISTE (International Society for Technology in Education), 2008.
  • JAMISON, Dean; SUPPES, Patrick; WELLS, Stuart. The effectiveness of alternative instructional media: a survey. Review of Educational Research, v. 44, n. 1, p. 1-67, 1974.
  • KULIK, Chen-Lin C.; KULIK, James A. Effectiveness of computer-based instruction: an updated analysis. Computers in Human Behavior, v. 7, n. 1 e 2, p. 75-94, 1991.
  • KULIK, James A. Effects of using instructional technology in elementary and secondary schools: what controlled evaluation studies say. Arlington: SRI International, 2003.
  • KULIK, James A.; KULIK, Chen-Lin C.; BANGERT-DROWNS, Robert L. Effectiveness of computer-based education in elementary schools. Computers in Human Behavior, v. 1, p. 59-74, 1985.
  • LIU, Min; HORTON, Lucas; OLMANSON, Justin; TOPRAC, Paul. A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, v. 59, n. 2, p. 249-265, Feb. 2011.
  • LIU, Xiufeng; MACMILLAN, Robert B.; TIMMONS, Vianne. Assessing the impact of computer integration on students. Journal of Research on Computing in Education, v. 31, n. 2, p. 189-203, 1998.
  • LIVINGSTONE, Sonia. Critical reflections on the benefits of ICT in education. Oxford Review of Education, v. 38, n. 1, p. 9-24, Feb. 2012.
  • MANN, Dale; SHAKESHAFT, Charol; BECKER, Jonathan D.; KOTTKAMP, Robert. West Virginia story: achievement gains from a statewide comprehensive instructional technology program. Charleston: West Virginia State Department of Education, 1999.
  • MARCELO, Carlos. Las tecnologías para la innovación y la práctica docente. Revista Brasileira de Educação, Rio de Janeiro, v. 18, n. 52, p. 25-47, jan./mar. 2013.
  • MEDIAVILLA, Mauro; GALLEGO, Liliana. Condicionantes del rendimiento académico en la escolaridad primaria en Brasil: un análisis multifactorial. Educação & Sociedade, Campinas, SP, v. 37, n. 134, p. 195–216, jan./mar. 2016.
  • MIGUEL-REVILLA, Diego; MARTÍNEZ-FERREIRA, José María; SÁNCHEZ-AGUSTÍ, María. Assessing the digital competence of educators in social studies: an analysis in initial teacher training using the TPACK-21 model. Australasian Journal of
  • Educational Technology, v. 36, n. 2, p. 1-12, Jan. 2020.
  • MISHRA, Punya; MEHTA, Rohit. What we educators get wrong about 21st-Century learning: results of a survey. Journal of Digital Learning in Teacher Education, v. 33, n. 1, p. 6-19, 2017.
  • NIEMIEC, Richard P.; WALBERG, Herbert J. The effects of computers on learning. International Journal of Educational Research, n. 17, p. 99-108, 1992.
  • NOTTEN, Natascha; KRAAYKAMP, Gerbert. Home media and science performance: a cross-national study. Educational Research and Evaluation, v. 15, n. 4, p. 367-384, Aug. 2009.
  • ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS – OCDE. Are students ready for a technology-rich world? What PISA studies tell US. Paris: OECD Publishing, 2005.
  • ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS – OCDE. Students, computers and learning: making the connection. Paris: OECD Publishing, 2015.
  • OLIVEIRA, João Batista Araujo e. The status of educational technology in Brazil. Programmed Learning and Educational Technology, v. 17, n. 4, p. 210-217, 1980.
  • PASSEY, Don; ROGERS, Colin; MACHELL, Joan; MCHUGH, Gilly. The motivational effect of ICT on pupils. City of Lancaster: University of Lancaster, 2004. (Research Report RR523).
  • REYNOLDS, David; TREHARNE, Dave; TRIPP, Helen. ICT - the hopes and the reality. British Journal of Educational Technology, v. 34, n. 2, p. 151-167, Apr. 2003.
  • ROMÁN, Marcela; MURILLO, F. Javier. Learning environments with technological resources: a look at their contribution to student performance in Latin American elementary schools. Educational Technology Research and Development, v. 60, n. 6, p. 1107-1128, June 2012.
  • ROMÁN, Marcela; MURILLO, F. Javier. Disponibilidad y uso de TIC en escuelas latinoamericanas: incidencia en el rendimiento escolar. Educação e Pesquisa, São Paulo, v. 40, n. 4, p. 879–895, out./dez. 2014.
  • RYAN, Alice W. Meta-analysis of achievement effects of microcomputer applications in elementary schools. Educational Administration Quarterly, v. 27, n. 2, p. 161-184, May 1991.
  • SAETTLER, Paul. The evolution of american educational technology. 2. ed. Greenwich: Information Age Publishing, 2004.
  • SAID HUNG, Elias; SARTORI, Silveira; VALENCIA, Jorge; IRIARTE, Fernando; JUSTO, Patricia; ORDOÑEZ, Mónica. Factores asociados al uso de las TIC como herramientas de enseñanza y aprendizaje en Brasil y Colombia. Barranquilla: Universidad del Norte, 2015.
  • SCHINDLER, Laura A.; BURKHOLDER, Gary J.; MORAD, Osama A.; MARSH, Craig. Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, v. 14, n. 25, Oct. 2017.
  • SHANK, Sophie. J-PAL Evidence review 2019: will technology transform education for the better? Cambridge: Abdul Latif Jameel Poverty Action Lab, 2019.
  • SILVERSTONE, Roger; HIRSCH, Eric; MORLEY, David. Listening to a long conversation: an ethnographic approach to the study of information and communication technologies in the home. Cultural Studies, v. 5, n. 2, p. 204-227, 1991.
  • SIVIN-KACHALA, Jay; BIALA, Ellen R. Report on the effectiveness of technology in schools, 1990-1994. New York: Interactive Educational Systems Design, Inc., 1994.
  • SPIEZIA, Vincenzo. Educational achievements? Student-level evidence from PISA. OECD Journal: Economic Studies, v. 2010, n. 7, p. 1-22, Jan. 2010.
  • SUNKEL, Guillermo. Las tecnologías de la información y la comunicación (TIC) en la educación en América Latina: una exploración de indicadores. Santiago de Chile: CEPAL, 2006.
  • UNDERWOOD, Jean. Research into information and communications technologies: where now? Technology, Pedagogy and Education, v. 13, n. 2, p. 135-145, July 2004.
  • VAN DIJK, Jan. The digital divide. Cambridge: Polity, 2020.
  • WANG, Shiang-Kwei; REEVES, Thomas C. The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, v. 54, n. 6, p. 597-621, Dec. 2006.
  • WAXMAN, Hersh C.; LIN, Meng-Fen; MICHKO, Georgette M. A meta-analysis of the effectivenesss of teaching and learning with technology on student outcomes. Naperville: Learning Point Associates, 2003.
  • WELLINGTON, Jerry. Educational research: contemporary issues and practical approaches. 2. ed. London: Bloomsbury, 2015.
  • YANG, Ya-Ting C.; WU, Wan-Chi I. Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. Computers & Education, v. 59, n. 2, p. 339-352, Sept. 2012.
  • ZHAO, Yong; LEI, Jing. New technology. In: SYKES, Gary; SCHNEIDER, Barbara; PLANK, David N. (ed.). Handbook ofeducation policy research. London: Routledge, 2009. p. 671-693.
Fuente de los datos: Dialnet