Competencias docentes implicadas en el diseño de Entornos Literarios Inmersivosconjugando proyectos STEAM y cultura maker

  1. M. Esther del Moral Pérez 1
  2. M. Rosario Neira-Piñeiro 1
  3. Jonathan Castañeda Fernández 1
  4. Nerea López-Bouzas 1
  1. 1 Universidad de Oviedo, España
Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2023

Issue Title: Competencias y metodologías innovadoras para la educación digital

Volume: 26

Issue: 1

Pages: 59-82

Type: Article

DOI: 10.5944/RIED.26.1.33839 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Sustainable development goals

Abstract

This research comes from an innovation project implemented in the Infant Education Teaching Degree of the University of Oviedo (Spain). It combines STEAM methodology and maker culture, through the design of Immersive Literary Environments (ILE) with Augmented Reality (AR). To be more concrete, the participants (N=162) designed physical environments, enriched with AR, which recreated the fictional world of children’s literature texts, complemented with a didactic programme. It is aimed here at assessing the didactic, digital, socio-collaborative and creative competences of the participants, as shown in the ILE, and to determine the relationship between the digital competence and the other competences involved. The validated instrument COMPASS-AR is employed, consisting of 30 indicators (α=0,977). The results show a high level in the didactic, socio-collaborative and creative competences. Although the mastery of technological tools is high, the digital competence reaches a medium-high level, due to the limited integration of self-made resources. There is a high correlation between all the competences involved in the ILE design, especially the digital and creative ones. This strong relation between competences highlights the integrative character of the proposal, for the global development of all of them. It also reveals the necessity of stimulating the creativity of future teachers, as well as their mastery of emerging technologies to create original resources adapted to the educational context. In conclusion, these projects are extremely interesting for didactic and technological training of teachers, as they combine innovative methodologies, such as STEAM and maker culture.

Bibliographic References

  • Alves, A., Silva, B., y Silva, M. A. (2021). Análisis del uso de la cultura maker en contextos educativos: una revisión sistemática de la literatura. Educatio Siglo XXI, 39(2), 143-168. https://doi.org/10.6018/educatio.465991
  • Arruti, A., Paños-Castro, J., y Korres, O. (2020). Análisis de contenido de la competencia digital en distintos marcos legislativos. Aloma, 38(2), 149-156. https://doi.org/10.51698/aloma.2020.38.2.149-156
  • Beck, D. (2019). Augmented and Virtual Reality in Education: Immersive Learning Research. Journal of Educational Computing Research, 57(7), 1619-1625. https://doi.org/10.1177/0735633119854035
  • Borodina, T., Sibgatullina, A., y Gizatullina, A. (2019). Developing creative thinking in future teachers as a topical issue of higher education. Journal of Social Studies Education Research, 10(4), 226-245. https://jsser.org/index.php/jsser/article/download/919/415
  • Carter, C. E., Barnett, H., Burns, K., Cohen, N., Durall, E., Lordick, D., Nack, F., Newman, A., y Ussher, S. (2021). Defining STEAM Approaches for Higher Education. European Journal of STEM Education, 6(1), 1-16. https://doi.org/10.20897/ejsteme/11354
  • Castrillo, M. D., y Sedano, B. (2021). Joining Forces Toward Social Inclusion: Language MOOC Design for Refugees and Migrants through the Lens of Maker Culture. Calico Journal, 38(1), 79-102. https://doi.org/10.1558/cj.40900
  • Çebi, A., y Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294-308. https://doi.org/10.7821/naer.2020.7.583
  • Celis, D. A., y González, R. A. (2021). Aporte de la metodología Steam en los procesos curriculares. REDIPE, 10(8), 286-299. https://doi.org/10.36260/rbr.v10i8.1405
  • Del Moral, M. E., Villalustre, L., y Neira-Piñeiro, M. R. (2021). COMPASS-AR: Assessment of Teaching Competences Acquired With Augmented Didactic Itineraries. En G. Akcayir y C. Demmans Epp (Eds.), Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education (pp. 314-339). IGI Global. https://doi.org/10.4018/978-1-7998-5043-4.ch015
  • Díaz-Mohedo, M. T., y Vicente, A. (2014). Project based teaching as a didactic strategy for the learning and development of Basic competences in future teachers. Procedia-Social and Behavioral Sciences, 141, 232-236. https://doi.org/10.1016/j.sbspro.2014.05.040
  • Edwards, M., García, A., Sánchez, M., Quesada, H., y Amara, N. (2015). Disentangling competences: Interrelationships on creativity, innovation and entrepreneurship. Thinking Skills and Creativity, 16, 27-39. https://doi.org/10.1016/j.tsc.2014.11.006
  • Eriksson, E., Heath, C., Ljungstrand, P., y Parnes, P. (2018). Makerspace in school—Considerations from a large-scale national testbed. International Journal of Child-Computer Interaction, 16, 9-15. https://doi.org/10.1016/j.ijcci.2017.10.001
  • Forslund, K., y Hammar, E. (2011). Assessment of students' learning when working in groups. Educational Research, 53(3), 331-345. https://doi.org/10.1080/00131881.2011.598661
  • Freeman, A., Adams Becker, S., Cummins, M., Davis, A., y Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. The New Media Consortium. https://library.educause.edu/~/media/files/library/2017/11/2017hrk12EN.pdf
  • Gallardo, I. M., San Nicolás, M. B., y Cores, A. (2019). Visiones del profesorado de primaria sobre materiales didácticos digitales. Campus Virtuales, 8(2), 47-62. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/512/346
  • Godhe, A. L., Lilja, P., y Selwyn, N. (2019). Making sense of making: critical issues in the integration of maker education into schools. Technology, Pedagogy and Education, 28(3), 317-328. https://doi.org/10.1080/1475939X.2019.1610040
  • Haas, B., Kreis, Y., y Lavicza, Z. (2021). Integrated STEAM Approach in Outdoor Trails with Elementary School Pre-service Teachers. Educational Technology & Society, 24(4), 205-219. https://www.jstor.org/stable/48629256
  • Hawari, A. D., y Noor, A. I. (2020). Project based learning pedagogical design in STEAM art education. Asian Journal of University Education, 16(3), 102-111. https://doi.org/10.24191/ajue.v16i3.11072
  • Heidari, E., Mehrvarz, M., Marzooghi, R., y Stoyanov, S. (2021). The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic. Journal of Computer Assisted Learning, 37(4), 1154-1166. https://doi.org/10.1111/jcal.12553
  • Hughes, J., Robb, J. A., Hagerman, M. S., Laffier, J., y Cotnam-Kappel, M. (2022). What makes a maker teacher? Examining key characteristics of two maker educators. International Journal of Educational Research Open, 3, 100118. https://doi.org/10.1016/j.ijedro.2021.100118
  • INTEF (2013). Proyecto Marco Común de Competencia Digital Docente del Plan de Cultura Digital en la Escuela. MECD, INTEF. https://bit.ly/2QqmwAw
  • Jiménez, D., González, J. J., y Tornel, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado, Revista de Currículum y Formación del Profesorado, 24(1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
  • Kaplan, D. E. (2019). Creativity in education: Teaching for creativity development. Psychology, 10(2), 140-147. https://doi.org/10.4236/psych.2019.102012
  • Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. https://doi.org/10.1080/00313831.2012.726273
  • Marsh, J., Arnseth, H. C., y Kumpulainen, K. (2018). Maker literacies and maker citizenship in the MakEY (Makerspaces in the Early Years) project. Multimodal Technologies and Interaction, 2(3), 1-19. https://doi.org/10.3390/mti2030050
  • Martins, D. F., Mesquita, N., y Gamboa, M. J. (2021). Aprender y crecer con STEAM: Una experiencia de diseño en el jardín de infancia. Didacticae, 10, 21-36. https://doi.org/10.1344/did.2021.10.21-36
  • Mohd, A. D., y Modh, A. I. (2020). Project Based Learning Pedagogical Design in STEAM Art Education. Asian Journal of University Education, 16(3), 102-111. https://doi.org/10.24191/ajue.v16i3.11072
  • Neira-Piñeiro, M. R., Fombella, I., y Del Moral, M. E. (2019). Potencialidad didáctico-creativa de un álbum ilustrado enriquecido con recursos digitales y realidad aumentada. EDMETIC, 8(2), 108-128. https://doi.org/10.21071/edmetic.v8i2.11567
  • Neira-Piñeiro, M. R., y Del Moral, M. E. (2021). Educación literaria y promoción lectora apoyadas en entornos literarios inmersivos con realidad aumentada. Ocnos, 20(3),1-19. https://doi.org/10.18239/ocnos_2021.20.3.2440
  • Newby, P. (2010). Research methods for education. Pearson.
  • Pelletier, K., Brown, M., Brooks, C. D., McCormack, M., Reeves, J., y Arbino, N. (2021). 2021 EDUCAUSE Horizon Report. Teaching and Learning Edition. https://bit.ly/3ouXCmK
  • Pérez-Calderón, E., Prieto-Ballester, J. M., y Miguel-Barrado, V. (2021). Analysis of digital competence for Spanish teachers at pre-university educational key stages during COVID-19. International Journal of Environmental Research and Public Health, 18(15), 8093. https://doi.org/10.3390/ijerph18158093
  • Perrenaud, P. (2004). Diez nuevas competencias para enseñar. Graó.
  • Portillo, J., Garay, U., Tejada, E., y Bilbao, N. (2020). Self-perception of the digital competence of educators during the COVID-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128
  • Quigley, C. F., Herro, D., King, E., y Plank, H. (2020). STEAM designed and enacted: understanding the process of design and implementation of STEAM curriculum in an elementary school. Journal of Science Education and Technology, 29(4), 499-518. https://doi.org/10.1007/s10956-020-09832-w
  • Sanabria, J., Davidson, A. L., Romero, M., y Quintana, T. (2020). Macro-dissemination of Maker Cultures: 21st century competencies through an Ideaton. Revista de Educación a Distancia (RED), 20(62), 1-26. https://doi.org/10.6018/red.398381
  • Suelves, D. M., Esteve, M. I. V., Chacón, J. P., y Alonso, Á. S. M. (2019). Competencia digital transversal en la formación del profesorado, análisis de una experiencia. Innoeduca. International Journal of Technology and Educational Innovation, 5(1), 4-12. https://doi.org/10.24310/innoeduca.2019.v5i1.4890
  • Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P., y Hernández, À. (2019). Didactic strategies to promote competencies in sustainability. Sustainability, 11(7), 2086. https://doi.org/10.3390/su11072086
  • Thompson, C. (2021, March). STEAM Education and Teachers' Pedagogical Discontentment Levels. En E. Langran y L. Archambault (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 1645-1651). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/219392/
  • Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., y Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472. https://doi.org/10.1111/bjet.12380
  • Vuopala, E., Guzmán, D., Aljabaly, M., Hietavirta, D., Malacara, L., y Pan, C. (2020). Implementing a maker culture in elementary school–students’ perspectives. Technology, Pedagogy and Education, 29(5), 649-664. https://doi.org/10.1080/1475939X.2020.1796776