Uso de las tecnologías de la información y la comunicación para la evaluación dentro de aulas de clases una revisión de literatura sistematizada

Contenido principal del artículo

Sara Chanta-Jiménez

Resumen

Las Tecnologías de la Información y la Comunicación (TIC) en la educación ofrecen posibilidades sobresalientes para la enseñanza y la evaluación. Las TIC en la evaluación tienen el potencial para modificar tanto la forma en que se ha venido evaluando como lo que se puede evaluar. Investigación que estudie el uso de las TIC para evaluación durante el quehacer cotidiano en aulas de clase es un área poco estudiada. Por consiguiente, el objetivo principal de este estudio fue explorar lo que la investigación académica dice sobre el uso de las TIC para la evaluación dentro del aula escolar; y si éstas son empleadas para modificar el qué o el cómo. Usando Web of Science, todas las colecciones, se realizó una revisión de literatura sistematizada. Mediante un código de búsqueda, se encontraron un total 174 estudios; al aplicar criterios de inclusión y exclusión, solo 12 respondían al objetivo de este estudio. Los resultados muestran que existe escasez de estudios que exploren el uso de las TIC para la evaluación dentro del aula escolar. Sumado, la investigar sobre el qué se marca como un área angular de investigación por su impacto tanto para la política pública como para los docentes en activo.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Cómo citar
Chanta-Jiménez, S. (2022). Uso de las tecnologías de la información y la comunicación para la evaluación dentro de aulas de clases: una revisión de literatura sistematizada. Praxis, 18(2), 237–259. https://doi.org/10.21676/23897856.4007
Sección
Artículo de investigación científica y tecnológica

Citas

Aesaert, K., Voogt, J., Kuiper, E., & van Braak, J. (2017). Accuracy and bias of ICT self-efficacy: An empirical study into students’ over- and underestimation of their ICT competences. Computers in Human Behavior, 75, 92–102. https://doi.org/10.1016/j.chb.2017.05.010

Anderson, R. E. (2008). Implications of the Information and Knowledge Society for Education. International Handbook of Information Technology in Primary and Secondary Education, 5–22. https://doi.org/10.1007/978-0-387-73315-9_1

Ajuwon, G. A., Kamau, N., Kinyengyere, A., & Muziringa, M. (2017). Consumer Health Information Literacy Promotion Program in Public and Community Libraries in Africa: Experience from Kenya, Nigeria, Uganda, and Zimbabwe. Journal of Consumer Health on the Internet, 21(4), 350–368. https://doi.org/10.1080/15398285.2017.1376180

Akinyemi, F. O. (2016). Technology use in Rwandan secondary schools: An assessment of teachers attitudes towards geographic information systems (GIS). International Research in Geographical and Environmental Education, 25(1), 20–35. https://doi.org/10.1080/10382046.2015.1106848

Bennett, R. E. (2009). Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology, Learning, and Assessment, 1(1), 1–24.

Bhagat, K. K., Liou, W. K., Michael Spector, J., & Chang, C. Y. (2019). To use augmented reality or not in formative assessment: a comparative study. Interactive Learning Environments, 27(5–6), 830–840. https://doi.org/10.1080/10494820.2018.1489857

Bolaños, F., Salinas, A., & Pilerot. (NA). Techniques and tools used to develop digital abilities within classrooms: a literature review. Recuperado en Noviembre de 2020

Butler, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. Techreport, May 2014, 1–23. http://www.elearnspace.org/blog/2006/12/13/a-review-of-the-literature-on-portfolios-and-electronic-portfolios/

Castells, M. (2010). Reseña: La Sociedad red: una visión global por Manuel Castells. Enl@ce: Revista Venezolana de Información, Tecnología y Conocimiento, 1, 139–141. http://ccuc.cbuc.cat/record=b3600252~S23*cat

Care, E., Griffin, P., Hesse, F., Buder, J., Sassenberg, K., Wilson, M., … Zoanetti, N. (2015). Assessment and Teaching of 21st Century Skills. Methods and Approach. In P. Griffin & E. Care (Eds.)

Centeno, M. C. E., Franco, M. D. G., & Hueros, A. M. D. (2017). Design of an online multimedia resource based on Multiple Intelligences. Campus Virtuales, 6(1), 51–65.

Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers and Education, 59(3), 1042–1053. https://doi.org/10.1016/j.compedu.2012.04.004

Cuban, L. (2001). Oversold and Underused: Computers in the Classroom.

Dunn, L., Morgan, C., O’Reilly, M., & Parry, S. (2003). The Student Assessment Handbook. In The Student Assessment Handbook. https://doi.org/10.4324/9780203416518

Espigares-Pinazo, M. J., Bautista-Vallejo, J. M., & García-Carmona, M. (2020). Evaluations in the Moodle-Mediated Music Teaching-Learning Environment. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-020-09468-0

Ferrari, A., Punie, Y., & Bre, B. N. (2013). DIGCOMP : A Framework for Developing and Understanding Digital Competence in Europe . https://doi.org/10.2788/52966

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age. In Preparing for Life in a Digital Age. https://doi.org/10.1007/978-3-319-142227

Frydenberg, M. (2015). Achieving digital literacy through game development: an authentic learning experience. Interactive Technology and Smart Education, 12(4), 256–269. https://doi.org/10.1108/ITSE-08-2015-0022

Frydenberg, M., & Andone, D. (2011). Learning for 21 st Century Skills. International Conference on Information Society, i-Society 2011, 314–318. https://doi.org/10.1109/i-society18435.2011.5978460

Förster, C. & Rojas-Barahona (2018). Criterios de la calidad para la construcción de instrumentos de evaluación. En C. E. Förster, & C. Förster (Ed.), EL PODER DE LA EVALUACIÓN EN EL AULA. Mejores decisiones para promover aprendizajes. Santiago, Chile: Ediciones.uc.cl.

Goosen, L., & Van Heerden, D. (2013). Project-based assessment influencing pass rates of an ICT module at an ODL institution. Proceedings of the International Conference on E-Learning, ICEL, November 2018, 157–164.

Guirao Goris, Silamani J. Adolf. (2015). Utilidad y tipos de revisión de literatura. Ene, 9(2)https://dx.doi.org/10.4321/S1988-348X2015000200002

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Griffin, P., McGaw, B., & Care, E. (2015). Technological issues for computer-based assessment. In Assessment and teaching of 21st century skills (Vol. 9789400723). https://doi.org/10.1007/978-94-007-2324-5_4

Grubb, N., Lazerson, M. (2004). “Introduction: Believers and Dissenters.” In The Education Gospel: The Economic Power of Schooling. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9).

Hanell, F. (2018). What is the “problem” that digital competence in Swedish teacher education is meant to solve? Nordic Journal of Digital Literacy, 13(3), 137–151. https://doi.org/10.18261/issn.1891-943x-2018-03-02

Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. ALT-J: Research in Learning Technology, 19(2), 117–127. https://doi.org/10.1080/21567069.2011.586677

Hernández-González, V., Sans-Rosell, ;, Jové-Deltell, ;, & Reverter-Masia, &. (2016). Comparación entre Web of Science y Scopus, Estudio Bibliométrico de las Revistas de Anatomía y Morfología Comparison between Web of Science and Scopus, Bibliometric Study of Anatomy and Morphology Journals. Int. J. Morphol, 34(4), 1369–1377. http://ip-science.thomsonreuters.com

Júdex-Orcasitas, J. J., Borjas, M. P., & Torres Saldaña, E. S. (2019). Evaluación de las habilidades del pensamiento crítico con la mediación de las TIC, en contextos de educación media. Reidocrea, 8(1), 21–34.

Jun, S. J., Han, S. G., Kim, H. C., & Lee, W. G. (2014). Assessing the computational literacy of elementary students on a national level in Korea. Educational Assessment, Evaluation and Accountability, 26(4), 319–332. https://doi.org/10.1007/s11092-013-9185-7

Kitchenham, B. (2017). Procedures for Performing Systematic Reviews. Annals of Saudi Medicine, 37(1), 79–83. https://doi.org/10.5144/0256-4947.2017.79

Lather, P. (2006). Paradigm proliferation as a good thing to think with: teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19(1), 35-57.

Lazonder, A. W., Walraven, A., Gijlers, H., & Janssen, N. (2020). Longitudinal assessment of digital literacy in children: Findings from a large Dutch single-school study. Computers and Education, 143(February 2019), 103681. https://doi.org/10.1016/j.compedu.2019.103681

Lemke, C. (2002). enGauge 21st Century skills: Digital literacies for a digital age. North Central Regional Educational Laboratory, 3(1), 1–32.

Lincoln, Y., Lynham, S., & Guba, E. (2017). Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited. In N. Denzin & Y. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (5th ed., pp. 213-263): SAGE.

Martínez-Olvera, W., & Esquivel-Gámez, I. (2018). Using the flipped learning model in a public high school. Revista de Educacion a Distancia, 58. https://doi.org/10.6018/red/58/11

Ministerio de Educación de Chile (Mineduc). (2013a). Matriz de Habilidades TIC para el Aprendizaje. Enlaces. Centro de Educación y Tecnología., 62. http://www.enlaces.cl/sobre-enlaces/habilidades-tic-en-estudiantes/

McCormick, R. (2004). ICT and pupil assessment. Curriculum Journal, 15(2), 115–137. https://doi.org/10.1080/0958517042000226793

Moreno, S. S. De. (2002). La evaluación del aprendizaje: dimensiones y prácticas innovadoras. Educere, 6(19), 247–257.

Moreno Romero, L. L., & Rochera Villach, M. J. (2015). Congruencias y discrepancias entre concepciones y prácticas evaluativas con uso de TIC. Perspectiva Educacional, 54(2), 126–149. https://doi.org/10.4151/07189729-vol.54-iss.2-art.354

Nájera, A., Santos, F., Hoz, M. De, Bernal, A., & Cristina, M. (2015). próxima zona.

Nivala, M. (2009). Simple answers for complex problems: Education and ICT in Finnish information society strategies. Media, Culture and Society, 31(3), 433–448. https://doi.org/10.1177/0163443709102715

P21 Framework for 21st century learning. (2007). Framework for 21st century learning. P21 Partnership for 21st Century Learning, 2. http://www.p21.org/our-work/p21-framework

Palomino, M. del C. P. (2018). Information and communication technologies and inclusive teaching: Perceptions and attitudes of future early childhood and primary education teachers. Problems of Education in the 21st Century, 76(3), 380–392.

Perryman, J., Ball, S. J., Braun, A., & Maguire, M. (2017). Translating policy: governmentality and the reflective teacher. Journal of Education Policy, 32(6), 745–756. https://doi.org/10.1080/02680939.2017.1309072

Redecker, C., & Johannessen, Ø. (2013). Changing Assessment - Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79–96. https://doi.org/10.1111/ejed.12018

Ridgway, J., Mccusker, S., Pead, D., Ridgway, J., Mccusker, S., Pead, D., Review, L., & Nesta, E. A. (2007). Literature Review of E-assessment Literature Review of E-assessment. Bristol, 44(February), 1–52. http://www.worldclassarena.net/doc/file14.pdf

Rychen, D., & Salganik, L. 2002. Definition and Selection of Competences (DeSeCo): Theoretical and Conceptual Foundations, Strategy Paper. Organisation for Economic Co-operation and Development

Shepard, L. A. (2006). Classroom Assessment. En L. A. Shepard, & R. L. Brennan (Ed.), Classroom Assessment to Support Teaching and Learning (4ta ed., págs. 623-646.). Colorado, Estados Unidos: Greenwood Publishing Group Inc. Westport CT.

Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829–845. https://doi.org/10.14742/ajet.934

Shirley, M. L., & Irving, K. E. (2015). Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice. Journal of Science Education and Technology, 24(1), 56–68. https://doi.org/10.1007/s10956-014-9520-x

Smolyaninova, O., & Bezyzvestnykh, E. (2019). Implementing teachers’ training technologies at a Federal University: E-portfolio, digital laboratory, PROLog module system. International Journal of Online and Biomedical Engineering, 15(4), 69–87. https://doi.org/10.3991/ijoe.v15i04.9288

Su, C. Y., & Wang, T. I. (2010). Construction and analysis of educational assessments using knowledge maps with weight appraisal of concepts. Computers and Education, 55(3), 1300–1311. https://doi.org/10.1016/j.compedu.2010.05.027

Tan, J. P.-L., Chan, E. K., Chan, M., Hung, D., & Costes-Onishi, P. (2017). Advancing 21st Century Competencies in Singapore. February, 6. http://asiasociety.org/files/21st-century-competencies-south-korea.pdf

Tejada, J. (1999). La evaluación_conceptualización (Tejada 1999).pdf.

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010

Web of Science. (2019). Factor Impacto Web of Science. Obtenido de https://uandes.libguides.com/c.php?g=847044

Weinerth, K., Koenig, V., Brunner, M., & Martin, R. (2014). Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability. Computers and Education, 78(2014), 201–209. https://doi.org/10.1016/j.compedu.2014.06.002

Welsh, M. (2012). Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment. Technology, Pedagogy and Education, 21(1), 57–83. https://doi.org/10.1080/1475939X.2012.659884

Zepeda, A. S. (2018). El fin justifica los medios: intencionalidades de la evaluación. En C. E. Förster (Ed.), El poder de la evaluación en el aula: Mejores decisiones para promover aprendizajes. Santiago, Chile.

Zepeda Aguirre, S., & Förster, C. (2018). Planificando integradamente la enseñanza y la evaluación. En C. E. Förster, & C. Förster (Ed.), EL PODER DE LA EVALUACIÓN EN EL AULA. Mejores decisiones para promover aprendizajes. (pág. 75). Santiago, Chile: Ediciones.uc.cl.