Palabras clave:
Creencia, Epistemología, Redes sociales, Informática educativa, Educación religiosa, Investigación pedagógica.Resumen
Las creencias de los alumnos para efectos de aprendizaje, evolucionan con su edad y experiencias; lo que permite explicar la aceptación y uso de un medio didáctico-tecnológico. De esta manera, se buscó: comprender la relación entre las creencias epistemológicas y la aceptación y uso de Facebook y describir las categorías finales que constituyen las creencias epistemológicas de los estudiantes en sus experiencias de aprendizaje con la red social en cuestión. Se aplicó un enfoque fenomenográfico a partir de entrevistas semiestructuradas y en profundidad. La muestra estuvo constituida por 10 estudiantes de secundaria, quienes desarrollaron actividades de aprendizaje en Facebook a lo largo del año lectivo 2018. Los resultados indican que las creencias de los estudiantes respecto de las posibilidades de aprendizaje en el entorno de la página de Facebook “Entorno Virtual de Religión” constituyen predictores válidos para su aceptación y uso en el área de educación religiosa. En efecto, se identificó que la facilidad, el tiempo invertido, la influencia social, así como los beneficios académicos y de aprendizaje constituyen las creencias de los alumnos para aceptar y usar la página en cuestión. Se sugiere realizar estudios similares bajo un paradigma mixto con diseños transversales y/o longitudinales, en orden a fortalecer el marco teórico de la integración curricular de las TIC.
Descargas
Citas
Al-Azawei, A. (2018). Predicting the adoption of social media: An integrated model and empirical study on facebook usage. Interdisciplinary Journal of Information, Knowledge, and Management, 13, 233-257. https://doi.org/10.28945/4106
Aluri, A. y Tucker, E. (2015). Social influence and technology acceptance: The use of personal social media as a career enhancement tool among college students. Journal of Hospitality & Tourism Education, 27(2), 48-59. https://doi.org/10.1080/10963758.2015.1033103
Aypay, A. (2010). Teacher education student’s epistemological beliefs and their conceptions about teaching and learning. Social and Behavioral Sciences, 2(2), 2599-2604. https://doi.org/10.1016/j.sbspro.2010.03.380
Belenky, M. F., Clinchy, B. M., Goldberger, N. R. y Tarule, J. M. (1986). Women's ways of knowing: The development of selfvoice and mind. Nueva York, NY: Basic Books
Bransford, J., Brown, A. y Cocking, R. (2000). How people learn. Washington, DC: National Academy Press.
Buehl, M. y Alexander, P. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4) 385-418. https://doi.org/10.1023/A:1011917914756
Cano, F. y Cardelle-Elawar, M. (2004). An integrated analysis of secondary school students’ conceptions and beliefs about learning. European Journal of Psychology of Education, 19(2), 167-187. https://doi.org/10.1007/BF03173230
Carr, C., Zube, P., Dickens, E., Hayter, C. y Barterian, J. A. (2013). Toward a model of sources of influence in online education: Cognitive learning and the effects of Web 2.0. Communication Education, 62(1), 61-85. https://doi.org/10.1080/03634523.2012.724535
Cvetkova, B., Atanasoska, T., Iliev, D., Andonovska-Trajkovska, D. y Seweryn-Kuzmanovska, M. (2015). Importance of investment in research's of students and teachers epistemological and pedagogical beliefs. Procedia-Social and Behavioral Sciences, 191, 1299-1303. https://doi.org/10.1016/j.sbspro.2015.04.582
Clark, C. y Peterson, P. (mayo, 1984). Teachers' thought processes. East Lansing, MI: Michigan State University.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Los Ángeles, CA: SAGE publications.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
De Sena, R., Moriguchi, S. y Andrade, D. F. (2016). Intention of adoption of mobile payment: An analysis in the light of the unified theory of acceptance and use of technology (UTAUT). Revista de Administração e Inovação, 13(3), 221-230. https://doi.org/10.1016/j.rai.2016.06.003
Erickson, F. (2012). Qualitative research methods for science education. En Fraser, B. J. (Eds.), Second international handbook of science education (pp. 1451-1469). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-9041-7_93
Fishbein, M. y Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley
González-Ugalde, C. (2014). Investigación fenomenográfica. Revista Internacional de Investigación en Educación, 7(14), 141-158. https://doi.org/10.11144/Javeriana.M7-14.INFE
Haixia, L., Chin-Hsi, L. y Dongbo, Z (2017). Pedagogical beliefs and attitudes toward information and communication technology: A survey of teachers of English as a foreign language in China. Computer Assisted Language Learning, 30(8), 745-765. https://doi.org/10.1080/09588221.2017.1347572
Halili, S. H. y Sulaiman, H. (2018). Factors influencing the rural students' acceptance of using ICT for educational purposes. Kasetsart Journal of Social Sciences, 12, 1-6. https://doi.org/10.1016/j.kjss.2017.12.022
Harteis, C., Gruber, H. y Hertramph, H. (2010). How epistemic beliefs influence e-learning in daily work-life. Journal of Educational Technology & Society, 13(3), 201-211.
Hofer, B. y Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. https://doi.org/10.3102/00346543067001088
Khechine, H., Lakhal, S. y Ndjambou, P. (2016). A meta‐analysis of the UTAUT model: Eleven years later. Canadian Journal of Administrative Sciences, 32(2), 138-152. https://doi.org/10.1002/cjas.1381
Kim, H. C. (2015). Acceptability engineering: The study of user acceptance of innovative technologies. Journal of Applied Research and Technology, 13(2), 230-237. https://doi.org/10.1016/j.jart.2015.06.001
Kizilgunes, B., Tekkaya, C. y Sungur, S. (2009). Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-255. https://doi.org/10.3200/JOER.102.4.243-256
Lee, W. y Chan, V. C. (2017). Cross-sectional study on Chinese secondary school students’ epistemic beliefs and fallacy identification. The Asia-Pacific Education Researcher, 26(1-2), 11-19. https://doi.org/10.1007/s40299-016-0322-1
Lee, Y., Kozar, K. y Larsen, K. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for Information Systems, 12(1), 752-780. https://doi.org/10.17705/1CAIS.01250
Linder, C. y Marshall, D. (2003). Reflection and phenomenography: Towards theoretical and educational development possibilities. Learning and Instruction, 13(3), 271-284. https://doi.org/10.1016/S0959-4752(02)00002-6
Lodewyk, K. (2007). Relations among epistemological beliefs, academic achievement, and task performance in secondary school students. Educational Psychology, 27(3), 307-327. https://doi.org/10.1080/01443410601104080
Ministerio de Educación. (2010). Orientaciones para el trabajo pedagógico. Lima: MINEDU.
Ministerio de Educación. (2015). Diseño curricular nacional de la educación básica regular. Lima: MINEDU.
Moghavvemi, S., Paramanathan, T., Rahin, N. y Sharabati, M. (2017). Student’s perceptions towards using e-learning via Facebook. Behaviour & Information Technology, 36(10), 1081-1100. https://doi.org/10.1080/0144929X.2017.1347201
Nassuora, A. B. (2012). Students acceptance of mobile learning for higher education in Saudi Arabia. American Academic & Scholarly Research Journal, 4(2), 24-30.
Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
Prieto, L. (2007). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
Raman, A., Sani, R. M. y Kaur, P. (2014). Facebook as a collaborative and communication tool: A study of secondary school students in Malaysia. Procedia-Social and Behavioral Sciences, 155, 141-146. https://doi.org/10.1016/j.sbspro.2014.10.270
Sánchez, R., Cortijo, V. y Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149. https://doi.org/10.1016/j.compedu.2013.08.012
Samuelowicz, K. (1999). Academics' educational beliefs and teaching practices. Brisbane: Griffith University.
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319. https://doi.org/10.1007/BF02213418
Schommer, M. (1998). The role of adults’ beliefs about knowledge and learning in school, work, and everyday life. En M. Smith y T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 127-143). Hillsdale: Erlbaum.
Stefl-Mabry, J., Radlick, M. y Doane, W. (2010). ¿Can you hear me now? Student voice: High school & middle school students’ perceptions of teachers, ICT and learning. International Journal of Education and Development Using ICT, 6(4), 64-82.
Taherdoost, H. (2018). A review of technology acceptance and adoption models and theories. Procedia Manufacturing, 22, 960-967. https://doi.org/10.1016/j.promfg.2018.03.137
Teo, T., Doleck, T. y Bazelais, P. (2018). The role of attachment in Facebook usage: A study of Canadian college students. Interactive Learning Environments, 26(2), 256-272. https://doi.org/10.1080/10494820.2017.1315602
Trigwell, K. (2000). A phenomenographic interview on phenomenography. En J. Bowden y E. Walsh (Eds.), Phenomenography (pp. 62-82). Melbourne: RMIT University Press,
Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information System Research, 11(4), 342-365. https://doi.org/10.1287/isre.11.4.342.11872
Venkatesh, V., Morris, M. G., Davis, G. B. y Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J. Y. L. y Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412
Venkatesh, V., Thong, J. y Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376. https://doi.org/10.17705/1jais.00428
Williams, M., Rana, N., Dwivedi, Y. y Lal, B. (2011). Is UTAUT really used or just cited for the sake of it? a systematic review of citations of utaut’s originating article. Recuperado de http://aisel.aisnet.org/ecis2011/231
Williams, M. D., Rana, N. P. y Dwivedi, Y. K. (2014). The unified theory of acceptance and use of technology (UTAUT): A literature review. Journal of Enterprise Information Management, 28(3), 443-488. https://doi.org/10.1108/JEIM-09-2014-0088
Willis, A. S. (2017). The efficacy of phenomenography as a cross-cultural methodology for educational research. International Journal of Research & Method in Education, 41(5), 483-499. https://doi.org/10.1080/1743727X.2017.1283398
Yilmaz-Tüzün, Ö. y Sami, M. (2010). Investigating the relationships among elementary school students' epistemological beliefs, metacognition, and constructivist science learning environment. Journal of Science Teacher Education, 21(2), 255-273. https://doi.org/10.1007/s10972-009-9163-6
Zuiderwijk, A., Janssen, M. y Dwivedi, Y. K. (2015). Acceptance and use predictors of open data technologies: Drawing upon the unified theory of acceptance and use of technology. Government Information Quarterly, 32(4), 429-440. https://doi.org/10.1016/j.giq.2015.09.005