Las TIC en la integración curricular transversal del quehacer educativo

Abstract

La investigación se realizó en dos colegios subvencionados de Chile, entre marzo y julio de 2016, participando educadores de Lenguaje, Matemática, Ciencias, Historia e Inglés de Séptimo Básico y Segundo Medio. Su propósito fue el análisis de competencias TIC (Tecnologia da Informação e Comunicação) docentes y su correcta integración curricular transversal, considerando: el diagnóstico de competencias TIC, la descripción de criterios para el diseño de actividades y el acompañamiento docente. El parámetro de medición considerado fue la integración de TIC al currículum. El estudio encontró su justificación por su importante valor teórico y práctico, su relevancia social y en base a los beneficios netos que genera. El Panel de Competencias TIC, promovido por el Ministerio de Educación a través de ENLACES, respalda el presente trabajo de investigación. El procesamiento de la información recolectada reveló las necesidades de perfeccionamiento del personal docente: moderado nivel de competencias tecnológicas, ausencia de criterios comunes al diseñar actividades en aula con TIC y un escaso acompañamiento.

Palabras claves: Competencia. Integración curricular de TIC. Acompañamiento docente. Didáctica.

The ICTs in the transversal curricular integration of the educational pratice

Abstract

This research was carried out in two subsidised schools in Chile, between March and July, 2016; teachers of 7th and 10th grade who teach Spanish, Mathematics, Science, History and English participated in this study. Its purpose was the analysis of teachers´competence in ICTs (Information and Communication tecnologies) and its correct incorporation in cross curricular subjects considering: the diagnostic in the ICTs competences, the description and the criterion in order to design activities and pedagogical support. The parameter of measuring that was considered is related to the incorporation of ICTs into the curriculum. This study could show its justification because of its practical and theoretical basis, its social relevance based on the benefits that ICTs incorporation produces. The panel of competence of ICTs, which the Ministry of Education promotes through ENLACES supports this research. The process of the information that was gathered revealed the need that teachers must improve the use of ICTs into the classroom: Intermediate level of technological competence, lack of common criterion when teachers have to design activities using ICTs into the classroom and an insufficient pedagogical support.

Keywords: Competence. Curricular incorporation of ICTs. Pedagogical Support. Didactic (General teaching methodology).