Mujeres y tecnología educativa en las universidades españolas. Los recovecos de la invisibilidad / Women and educational technology in Spanish universities. The nooks of invisibility

Autor: Adriana Gewerc-Barujel, Inés Ramos-Trasar

Publikováno v: Revista Latinoamericana de Tecnología Educativa, Vol 21, Iss 2, Pp 9-25 (2022)

Este trabajo tiene por objetivo conocer la situación del profesorado en tecnología educativa de las universidades españolas y la visibilidad de su investigación tomando dos dimensiones básicas: la productividad y el reconocimiento. Es un estudio

Externí odkaz: https://doaj.org/article/ae86d169b4e4407ab82a66c12897cc6b

University Teachers and Open Educational Resources: Case Studies from Latin America

Autor: Virginia Rodés, Adriana Gewerc-Barujel, Martín Llamas-Nistal

Publikováno v: International Review of Research in Open and Distributed Learning, Vol 20, Iss 1 (2019)

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and i

Externí odkaz: https://doaj.org/article/64f40fa348df4e01b4d2c2e4cbc3f471

Dilemmas in the integration of technologies in a Primary school classroom: the dialogue between teacher agency, curriculum and digital technologies

Autor: Patricia Digón-Regueiro, Adriana Gewerc-Barujel, Cristina Pérez-Crego

Publikováno v: Pedagogies: An International Journal. :1-19

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::69f6718cc412d6b4ddf6686dc2c989aa
https://doi.org/10.1080/1554480x.2021.2013235

Technological Pedagogical Content Knowledge of a Computer Engineering Professor. A collaborative case study with the perspective of Professor and Researchers

Autor: Adriana Gewerc Barujel, Eulogio Pernas Morado, José Varela Pet

Publikováno v: Red U, Vol 11, Iss 0, Pp 349-374 (2013)

The framework of this paper is a coordinated research project between three universities (Barcelona, Sevilla and Santiago de Compostela) entitled: Professional knowledge of university professors: the Construction and transfer of teaching practice2 .

Externí odkaz: https://doaj.org/article/5ccf9d47262c4c479f2d2035e8fa5d62

The participatory dimension of teachers’ self-regulated professional learning about learning design: beliefs versus behaviours

Autor: Donatella Persico, Ana Rodríguez Groba, Adriana Gewerc Barujel, Flavio Manganello, Marcello Passarelli

Publikováno v: Professional development in education (2020). doi:10.1080/19415257.2020.1787193
info:cnr-pdr/source/autori:Persico D.; Passarelli M.; Manganello F.; Gewerc Barujel A.; Rodriguez Groba A./titolo:The participatory dimension of teachers' self-regulated professional learning about learning design: beliefs versus behaviours/doi:10.1080%2F19415257.2020.1787193/rivista:Professional development in education/anno:2020/pagina_da:/pagina_a:/intervallo_pagine:/volume

This study reports the outcomes of a survey investigating the beliefs and self-reported behaviours of a sample of 238 in-service school teachers in Italy and Spain concerning their self-regulated professional learning about the design of learning int

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3c4442e5379200bdb41291b532dc0d38
https://doi.org/10.1080/19415257.2020.1787193