Los NOOC como estrategia de capacitación docente para el uso de herramientas tecnológicas en educación primaria

Carolina Álvarez Loyola

doi:10.58763/rc202362

Authors

Carolina Álvarez Loyola Universidad Autónoma de Querétaro. Querétaro, México https://orcid.org/0009-0009-4858-1100

DOI:

https://doi.org/10.58763/rc202362

Keywords:

informational literacy, educational management, educational computing, information technology

Abstract

Since their inception, Nano Massive Open Courses (NOOC) have been considered an alternative for the continuous training of teaching skills. Within the framework of an IB certification process, the primary education section of a private school in the city of Querétaro identified the need to train its teachers in the use of the Toddle App tool. The study was carried out from the methodological framework of action research, so three courses in NOOC format were designed and launched as a training strategy. The first stage of the investigation consisted of data collection through a questionnaire via Google Forms to obtain relevant information about the teachers' perception of the technological tool and in relation to the thematic areas of the training strategy. In the second stage, three NOOCs were designed and implemented. The final stage consisted of applying a questionnaire to obtain feedback data on the training strategy. The most relevant results suggest that most teachers consider the training modality to be adequate and sufficient. Furthermore, teachers consider the guide of an expert necessary to use the tool and affirm to have conceptual deficiencies about the different sections of the platform.

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