Publication: Diseño e implementación participativa del taller Instagram en las aulas para Educación Secundaria
Authors
Acosta Valentín, Laura
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i2.114099
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info:eu-repo/semantics/article
Description
Abstract
Los escenarios pedagógicos actuales requieren de la formación docente necesaria para, de una parte, afrontar, y de otra, optimizar el aprovechamiento educativo de los recursos tecnológicos que tiene a su disposición y en uso el alumnado. Un ejemplo de este tipo de recurso es la red social Instagram. Esta investigación describe el proceso que se ha desarrollado a partir de una adaptación de la metodología de Enfoque de Marco Lógico (EML) para explorar las opiniones y necesidades del profesorado y el alumnado de secundaria y, a partir de esa interacción, elaborar, implementar y evaluar una formación para el profesorado de secundaria en el uso de Instagram como herramienta pedagógica con perspectiva de género en el marco de la formación para mejorar la competencia digital docente. El desarrollo de este objetivo se ha cubierto en tres etapas: identificación, diseño y programación e implementación, en las que han participado un total de 515 personas distribuidas en las distintas fases del estudio. Los instrumentos de recogida de información han sido de carácter mixto (cuestionarios y entrevistas grupales). Los resultados sustentan y explican el proceso de toma de decisiones para elaborar e implementar el taller Instagram en las aulas, así como su evaluación y su seguimiento, dos cursos después de su implementación. Este proceso se justifica con la importancia de que el profesorado y otros agentes educativos tomen parte de los procesos de enseñanza-aprendizaje y dispongan de herramientas y recursos fundamentados en sus expectativas, conocimientos, opiniones y necesidades.
Current pedagogy requires adequate teacher training to, on the one hand, address and, on the other, optimize the educational use of technological resources available to and used by students. One such resource is the social network Instagram. This research describes the process developed through an adaptation of the Logical Framework Approach (LFA) methodology to explore the opinions and needs of secondary school teachers and students. Based on this interaction, it aims to design, implement, and evaluate training for secondary school teachers on using Instagram as a pedagogical tool with a gender perspective, within the broader framework of improving teachers' digital competence. The development of this objective has been carried out in three stages: identification, design and programming, and implementation, involving a total of 515 participants across different phases of the study. Data collection instruments included both questionnaires and group interviews. The results support and explain the decision-making process behind the development and implementation of the Instagram workshop in classrooms, as well as its evaluation and follow-up two years after its implementation. This process highlights the importance of teachers and other educational stakeholders actively participating in teaching and learning processes while having access to tools and resources grounded in their expectations, knowledge, opinions, and needs.
Current pedagogy requires adequate teacher training to, on the one hand, address and, on the other, optimize the educational use of technological resources available to and used by students. One such resource is the social network Instagram. This research describes the process developed through an adaptation of the Logical Framework Approach (LFA) methodology to explore the opinions and needs of secondary school teachers and students. Based on this interaction, it aims to design, implement, and evaluate training for secondary school teachers on using Instagram as a pedagogical tool with a gender perspective, within the broader framework of improving teachers' digital competence. The development of this objective has been carried out in three stages: identification, design and programming, and implementation, involving a total of 515 participants across different phases of the study. Data collection instruments included both questionnaires and group interviews. The results support and explain the decision-making process behind the development and implementation of the Instagram workshop in classrooms, as well as its evaluation and follow-up two years after its implementation. This process highlights the importance of teachers and other educational stakeholders actively participating in teaching and learning processes while having access to tools and resources grounded in their expectations, knowledge, opinions, and needs.
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