learning ecologies and teacher training in face of ict
https://orcid.org/0000-0003-3229-2338
The objective of the work presented was the characterization of the learning ecologies that, through ICT, are developed in the teacher training processes from a meta-synthetic study of theoretical construction, which was carried out from the review and analysis of 25 articles, selected under two search criteria in different databases. Making use of the theoretical premises, five categories were deductively constructed, and based on these a whole categorical corpus was constructed that allowed suggesting learning opportunities in the permanent training of teachers with the support of ICT. In the area of education, the notion of learning ecologies refers to the set of contexts and elements that are used for learning and that, in turn, determine it. Such contexts and elements are diverse in nature; thus, although some have technological bases, others are devoid of them. The learning processes that these groups enable can be experienced in different types of settings: formal, virtual, informal and / or face-to-face. Among the findings are the learning experiences in the classroom (virtual or face-to-face), the new roles that the teacher assumes in multiple contexts and the elements that help define patterns within their learning ecologies.
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