Publication: Percepciones
de
los
estudiantes
de
Educación
Secundaria
sobre
la
enseñanza
de
la
historia,
a
través
del
uso
de
las
TIC
y
recursos
digitales
Authors
Monteagudo Fernández, José ; Rodríguez Pérez, Raimundo A. ; Escribano Miralles, Ainoa ; Rodríguez-‐García, Antonio M.
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Publisher
Universidad de Murcia
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DOI
https://doi.org/10.6018/reifop.417611
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info:eu-repo/semantics/article
Description
Abstract
El
artículo
analiza
las
percepciones
de
los
estudiantes
de
Educación
Secundaria
Obligatoria
(ESO)
y
Bachillerato
sobre
el
uso
de
las
Tecnologías
de
la
Información
y
la
Comunicación
(TIC)
en
la
enseñanza
de
la
historia.
La
muestra
participante
fue
de
467
estudiantes
de
Institutos
de
Educación
Secundaria
de
la
Región
de
Murcia.
Este
estudio
forma
parte
de
un
proyecto
de
investigación
de
mayor
envergadura,
relativo
a
enseñanza
de
la
historia
e
implantación
de
metodologías
y
recursos
innovadores.
Del
cuestionario
estructurado
para
la
recogida
de
información,
se
han
seleccionado
los
ítems
relativos
al
uso
de
las
TIC
y
a
la
visión
de
los
discentes.
Los
resultados
arrojan
una
persistencia
del
modelo
tradicional
de
enseñanza,
que
no
prioriza
metodologías
cooperativas
y
de
indagación,
en
el
cual
las
TIC
siguen
teniendo
un
papel
subsidiario.
Se
conciben
como
un
complemento,
más
esporádico aún
en
Bachillerato
que
en
ESO.
Las
conclusiones
determinan
que
mientras
se
siga
enseñando
historia
con
una
visión
factual
y
memorística
es
difícil
formar
ciudadanos
críticos,
con
destrezas
a
la
hora
de
construir
su
propio
aprendizaje.
Aunque
el
alumnado
sea
nativo
digital
será
difícil
que
usen
los
recursos
digitales
para
adquirir
habilidades
o
valores,
pues
sigue
priorizándose
la
transmisión
pasiva
de
discursos
cerrados.
The article analyzes the perceptions of students of Compulsory Secondary Education (ESO) and Baccalaureate about the use of Information and Communication Technologies (ICTs) in the teaching of history. The sample used was 467 students from public High Schools of the Region of Murcia and was part of a larger research, related to the teaching of history and the implementation of innovative methodologies and resources. The items related to the use of ICTs and their vision among students have been selected. The results show a persistence of the traditional teaching model, which does not prioritize cooperative and inquiry methodologies, in which ICTs continue to have a subsidiary role. They are a complement, more sporadic even in Baccalaureate than in ESO. While continuing to teach history with a factual and memorial vision, it is difficult to train critical citizens, with skills when it comes to building their own learning. Even if they are digital natives, it will be difficult for them to use digital resources to acquire skills or values, since passive transmission of closed speeches continues to be prioritized.
The article analyzes the perceptions of students of Compulsory Secondary Education (ESO) and Baccalaureate about the use of Information and Communication Technologies (ICTs) in the teaching of history. The sample used was 467 students from public High Schools of the Region of Murcia and was part of a larger research, related to the teaching of history and the implementation of innovative methodologies and resources. The items related to the use of ICTs and their vision among students have been selected. The results show a persistence of the traditional teaching model, which does not prioritize cooperative and inquiry methodologies, in which ICTs continue to have a subsidiary role. They are a complement, more sporadic even in Baccalaureate than in ESO. While continuing to teach history with a factual and memorial vision, it is difficult to train critical citizens, with skills when it comes to building their own learning. Even if they are digital natives, it will be difficult for them to use digital resources to acquire skills or values, since passive transmission of closed speeches continues to be prioritized.
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