Exploring students’ attitudes and beliefs towards e-portfolios and technology in education

  1. TUR, Gemma 1
  2. MARÍN, Victoria I. 1
  1. 1 Universitat de les Illes Balears
    info

    Universitat de les Illes Balears

    Palma, España

    ROR https://ror.org/03e10x626

Revista:
Enseñanza & Teaching: Revista interuniversitaria de didáctica

ISSN: 2386-3927,  2386-3927

Any de publicació: 2015

Volum: 33

Número: 1

Pàgines: 57-82

Tipus: Article

DOI: 10.14201/ET20153315782 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Enseñanza & Teaching: Revista interuniversitaria de didáctica

Objetivos de desarrollo sostenible

Resum

Cet article donne des informations sur l’attitude des étudiants par rapport a l’enseignement de la technologie dans l’éducation, et les processus des e-portfolio. Cette attitude est étroitement liée à ce que pensent les enseignants, et ont été identifié comme des obstacles du second ordre. Tout comme il faut lui-même un gros effort pour surmonter les obstacles tel que les ressources de premier ordre, de formation et de soutien, on constate que la technologie n’a pas été introduite dans l’éducation avec succès. Ainsi, aujourd’hui sont considérés comme des obstacles du second ordre les attitudes et les croyances pour résoudre le manque d’utilisation de méthodes innovatrices par les enseignants. On a constaté que l’introduction de la technologie doit améliorer le savoir et la pensée, et devrait s’utiliser, grace a des repaires, pour aider les étudiants. La construction des e-portfolio et l’aide aux étudiants pour gérer et améliorer leur environnement d’apprentissage personnel (PLE) sont deux approches pour aller au-delà des modèles techno-centrée. Les e-portfolio font partie des PLE des étudiants: Pour que les milieux sociaux s’utilisent pour améliorer le processus e-portfolio et le PLE des étudiants. La recherche utilise comme moyen, un questionnaire avec quatre groupes d’étudiants au siège d’Ibiza de l’Université des Îles Baléares. Les participants avaient déjà créé leurs e-portfolios avec, comme outil, le Web 2.0, dans la première moitié du cours. Il a été demandé aux étudiants, de faire un compte rendu de leur apprentissage hebdomadaire, et de réfléchir sur le changement de leurs manieres de penser sur les questions educatives. De plus, ils ont également été invité à utiliser de nouveaux outils et les services des milieux sociaux pour preuves de leur apprentissage. Le questionnaire est basé sur une échelle de Likert pour examiner les attitudes et les préjugés des étudiants par apport a leur e-portfolio et dans la technologie de l’enseignement. Les résultats montrent que les étudiants ont développé en general une attitude positive. Les conclusions montrent une petite différence dans l’attitude des étudiants par rapport aux processus technologiques et spécifiques des e-portfolio.

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