La experiencia de los docentes como profesionales y diseñadores de actividades de diferenciación utilizando dispositivos móviles en grados distintos y disciplinas

• Irfan Simsek ^[1] ; Lata Tuncer ^[2] ; Sevda Kucuk ^[3]
  1. [1] Departamento de Educación Informática y Tecnología Instruccional, Facultad de Educación Hasan Ali Yucel, Universidad de Estambul-Cerrahpasa
  2. [2] Departamento de Enseñanza del Idioma Inglés, Facultad de Educación Hasan Ali Yucel, Universidad de Estambul-Cerrahpasa
  3. [3] Departamento de Tecnología Educativa, Facultad de Educación Kazim Karabekir, Universidad Ataturk

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• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 37, Nº 4 (diciembre), 2025, págs. 1099-1132
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • El objetivo de este estudio cualitativo era explorar las experiencias en el aula de 26 docentes multidisciplinares en el diseño de actividades para poner en práctica la diferenciación utilizando dispositivos móviles. Aplicando un método de investigación de estudio de caso y mediante entrevistas en grupos focales con los docentes, el estudio se llevó a cabo en el contexto de un proyecto Erasmus+. Durante el evento de divulgación del proyecto, los docentes diseñaron colaborativamente actividades de diferenciación con dispositivos móviles y las pusieron en práctica en sus aulas. Los resultados revelan la importancia de la infraestructura y de los recursos, además de aspectos como las actitudes positivas hacia las tecnologías móviles. Los docentes enfatizaron la necesidad de apoyo y formación. Las actividades de diferenciación con dispositivos móviles incrementan la motivación y la participación, así como la interacción y la cooperación en los procesos de enseñanza y aprendizaje. Estas actividades también facilitan el aprendizaje entre pares y la colaboración entre el profesorado. Algunas implicaciones se discuten en términos de conocimientos teóricos, prácticas y direcciones para futuras investigaciones.

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