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Usos situados de las TIC y mediación de la actividad conjunta en una secuencia instruccional de educación primaria.
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[spa] Introducción. Desde una perspectiva socioconstructivista y situada de los procesos de enseñanza y aprendizaje, en este trabajo se analizan los usos de las tecnologías de la información y la comunicación -TIC- que llevan a cabo una profesora y 19 alumnos de sexto de educación primaria. El estudio se centra en el papel mediador de las TIC en la interacción y en su potencial para innovar los procesos de enseñanza y aprendizaje en el aula. Método. Utilizando una metodología de estudio de casos, se ha procedido a registrar y analizar una secuencia instruccional sobre la metodología científica en ciencias naturales en la que los alumnos trabajan en pequeños grupos. El análisis de los datos se ha realizado mediante un modelo de análisis de la interacción educativa que permite identificar las formas de organización de la actividad conjunta, y mediante una tipología de usos de las TIC que median en la interactividad. Resultados. Los resultados muestran usos diversos de las TIC en función de las fases y momentos de la secuencia instruccional y de las características y exigencias que plantean las tareas en cada una de ellas. Asimismo, los resultados ponen de relieve que las TIC se utilizan prioritariamente para mediar las relaciones entre alumnos y contenido y, en menor medida, para mediar las relaciones entre profesora, alumnos y contenidos de aprendizaje. Discusión y Conclusión. Se concluye que la capacidad de las TIC para transformar las prácticas educativas en el aula depende del uso situado que se hace de ellas en situaciones auténticas de enseñanza y aprendizaje y de las nuevas posibilidades educativas que introducen para mediar la actividad conjunta entre profesor y alumnos.
[eng] Introduction. From a socioconstructivist and situated perspective of teaching and learning processes, the authors analyze how one teacher and her group of 19 sixth-grade pupils use ICT. The study focuses on the way these tools mediate their activity, and evaluates the tools’ potential for teaching and learning innovation. Method. A case study method was used to analyze the development of an instructional unit in natural sciences, where pupils worked in small groups. The sequence was divided into three phases, each comprising different sessions. A model for analyzing educational interaction was applied, based on: a) identification and characterization of the forms of joint activity, and b) a typology of uses of ICT oriented to how the student, the content and the teacher jointly inter-act. Results. Different uses of ICT are identified as a function of the different phases of the in-structional sequence and of the characteristics and challenges presented by the different tasks at each phase. Furthermore, results show that ICTs are primarily used to mediate between pupils and content and, to a lesser extent, between pupils, content, and the teacher. Discussion and Conclusion. In conclusion, the capacity of ICTs to transform educational practice in the classroom depends on the situated use of these tools in authentic teaching and learning situations, and also on new educational possibilities that these tools present for medi-ating joint teacher-pupil activity.
[eng] Introduction. From a socioconstructivist and situated perspective of teaching and learning processes, the authors analyze how one teacher and her group of 19 sixth-grade pupils use ICT. The study focuses on the way these tools mediate their activity, and evaluates the tools’ potential for teaching and learning innovation. Method. A case study method was used to analyze the development of an instructional unit in natural sciences, where pupils worked in small groups. The sequence was divided into three phases, each comprising different sessions. A model for analyzing educational interaction was applied, based on: a) identification and characterization of the forms of joint activity, and b) a typology of uses of ICT oriented to how the student, the content and the teacher jointly inter-act. Results. Different uses of ICT are identified as a function of the different phases of the in-structional sequence and of the characteristics and challenges presented by the different tasks at each phase. Furthermore, results show that ICTs are primarily used to mediate between pupils and content and, to a lesser extent, between pupils, content, and the teacher. Discussion and Conclusion. In conclusion, the capacity of ICTs to transform educational practice in the classroom depends on the situated use of these tools in authentic teaching and learning situations, and also on new educational possibilities that these tools present for medi-ating joint teacher-pupil activity.
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COLL, César, ROCHERA VILLACH, Ma. José and COLOMINA, Rosa. Usos situados de las TIC y mediación de la actividad conjunta en una secuencia instruccional de educación primaria. Electronic Journal of Research in Educational Psychology. 2010. Vol. 8, num. 21, pags. 184-202. ISSN 1696-2095. [consulted: 16 of August of 2026]. Available at: https://hdl.handle.net/2445/125459