Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom

Romeu-Fontanillas, Teresa, Guitert-Catasús, Montse, Raffaghelli, Juliana-E. and Sangrà, Albert Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom. Comunicar, 2020, vol. 28, n. 62. [Journal article (Paginated)]

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English abstract

This paper presents an exploratory study to examine the practices of outstanding primary school teachers in their professional development for ICT integration in teaching and learning, as a means of understanding how their learning ecologies develop and function. Outstanding teachers in the context of this study are teachers who innovate pedagogically and who are influential in the community, having successfully developed their learning ecology. Using a qualitative approach, we explore the concept of learning ecologies as a driver for innovation in the professional development of teachers, using a carefully selected sample of nine outstanding teachers. Drawing from in-depth interviews, specific coding and NVIVO analysis, our results show that these teachers develop organized systems for activities, relationships and resource usage and production, which can be characterized as the components of their professional learning ecology, to continuously keep up to date. We also identified some characteristics of teachers that perform outstandingly and factors that potentially facilitate or hinder their learning ecology development. Further research in the field will enable an improved understanding of the professional learning ecologies of school teachers and support future interventions and recommendations for professional development through the cultivation of emerging professional learning ecologies.

Spanish abstract

Este artículo presenta un estudio exploratorio que examina prácticas de docentes referentes de Educación Primaria en su desarrollo profesional para la integración de las TIC en la docencia y el aprendizaje como medio de comprensión operacional de las ecologías de aprendizaje. Un docente referente en el contexto de este estudio es aquel que innova pedagógicamente y que influye en la comunidad, habiendo desarrollado con éxito su ecología de aprendizaje. Mediante un enfoque cualitativo, se explora el concepto de ecologías de aprendizaje como motor de la innovación en el desarrollo profesional de los docentes, utilizando una muestra cuidadosamente seleccionada de nueve profesores de Educación Primaria. A partir de entrevistas en profundidad, codificación específica y análisis con NVivo, los resultados muestran que estos docentes despliegan sistemas organizados de actividades, relaciones y recursos, que pueden ser caracterizados como componentes de sus ecologías de aprendizaje para mantenerse permanentemente actualizados. Se identifican algunas de las características y factores que potencialmente facilitan u obstaculizan el desarrollo de su ecología de aprendizaje. Futuras investigaciones en esta línea permitirán mejorar la comprensión de las ecologías de aprendizaje profesional de los docentes, apoyando nuevas intervenciones y recomendaciones para el desarrollo profesional.

Item type: Journal article (Paginated)
Keywords: Learning ecologies; teachers’ professional development; primary school education; outstanding teachers; ICT; case studies; influencing factors; qualitative methodology; Ecologías de aprendizaje; desarrollo profesional docente; educación primaria; docentes referentes; TIC; caso de estudio; factores influyentes; metodología cualitativa
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 31 Mar 2020 08:26
Last modified: 31 Mar 2020 08:26
URI: http://hdl.handle.net/10760/39444

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