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dc.contributorRojas Ospina, Tatiana
dc.creatorLafferty Ruane, Trevor
dc.date2019-01-30
dc.date.accessioned2019-02-03T15:25:08Z
dc.date.available2019-02-03T15:25:08Z
dc.identifier.citationLafferty Ruane, T. (2019, febrero 1) TEaCH: Researching Teachers’ Technology Affordance Perceptions and their Application within a Colombian International Baccalaureate School. Pontificia Universidad Javeriana Cali, Cali.spa
dc.identifier.urihttp://hdl.handle.net/11522/11181
dc.description.abstractAffordance refers to the potential uses of an object in the environment. ICT enhanced classrooms may be considered new environments with novel features. A literature review would reveal that the uses of such technology in the classroom have not been as transformative as hoped. Common uses of technology act to simply replace more traditional tools (textbooks, pens and paper) despite the fact that these technologies can provide a much more varied and profound range of affordances. Perceptual learning theory (as developed by Eleanor Gibson in the 1960s) provides a basis for the apparent preference of some technology affordances over others with respect to how teachers perceive the technologies for their designed classroom activities. The intention of this descriptive study was to identify through the use of a survey (and triangulated using classroom observations of technology integration levels), what affordances were perceived by the teachers in ICT enhanced environments of an International Baccalaureate School in Cali, Colombia. Factors that are commonly believed to influence the level of technology integration within the classroom were also assessed as part of this investigation. The participants were 25 teachers from the Bachillerato (Middle and High school) section of the school. Results would indicate that almost all available technologies were perceived to have multiple affordances but computers were the only technology to receive high valuations for all five assessed affordance categories (Communication, Contextualisation, Information, Motivation and Knowledge Representation). Teachers would report that the perceived usefulness of the available technologies are a prime determinant of their choice to use them, while training represents a factor that was considered in need of improvement. Observational data would attest to the high availability of these technologies but would reveal a limited range of affordance uses. The study concludes with recommendations to address the perceived shortfall in appropriate training with an emphasis on broadening affordance awareness.spa
dc.formatapplication/pdfspa
dc.languageengspa
dc.publisherPontificia Universidad Javeriana Calispa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subjectAffordancespa
dc.subjectTechnologyspa
dc.subjectIBeng
dc.subjectPerceptual Learningeng
dc.subjectDirect Perceptioneng
dc.titleTEaCH: Researching Teachers’ Technology Affordance Perceptions and their Application within a Colombian International Baccalaureate Schoolspa
dc.typeinfo:eu-repo/semantics/masterThesisspa
dc.audienceteachersspa
dc.audienceresearchersspa
dc.audienceeducation policy makersspa
dc.coverageCali; Lat: 03 24 00 N degrees minutes; Lat: 3.4000 decimal degrees; Long: 076 30 00 W degrees minutes; Long: -76.5000 decimal degreesspa
dc.creator.degreeMagister en Educaciónspa
dc.creator.emaillafferty.trevor@gmail.comspa
dc.publisher.departmentCiencias Socialesspa
dc.publisher.facultyHumanidades y Ciencias Socialesspa
dc.publisher.programMaestría en Educaciónspa
dc.pubplace.cityCalispa
dc.rights.accesoAbiertospa
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessspa
dc.rights.ccAtribución-NoComercial-SinDerivadas 2.5 Colombia*
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dc.source.repositoryReponame:Vitela: Repositorio Institucional PUJspa
dc.source.institutionInstname:Pontificia Universidad Javeriana Calispa
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersionspa
dc.type.spaTesis Maestríaspa


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