La relación docente-estudiante en el aula de computación uno a uno
DOI:
https://doi.org/10.22235/pe.v11i1.1553Palavras-chave:
modelo 1 a 1, relación docente - estudiante, interacciones docente - estudiante, ambiente en el aulaResumo
La relación entre docente y estudiante es un componente importante tanto para el desarrollo de uno como del otro. Los ambientes de aprendizaje actuales, ricos en tecnología, ofrecen oportunidades que podrían cambiar dichas relaciones. El presente trabajo presenta conclusiones de seis estudios de relaciones docente-estudiante en aulas de computación uno a uno (y otro estudio que refiere a la docencia a distancia). Juntos, ambos estudios —llevados a cabo en Israel, entre 2014 y 2016, con metodologías tanto cualitativas como cuantitativas, con una muestra combinada de 238 docentes— resaltan mejoras varias en las relaciones docente-estudiante. En general, se mantiene que los programas de computación uno a uno generan cambios importantes en las estrategias de enseñanza y de aprendizaje, y que dichos cambios afectan las relaciones docente-estudiante de manera positiva.
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Referências
Abidin, R. R., & Kmetz, C. A. (1997). Teacher-student interactions as predicted by teaching stress and the perceived quality of the student-teacher relationship. Paper presented at The Annual Meeting of the National Association of School Psychologists, April 3, Anaheim, CA.
Ahmad, A., & Sahak, R. (2009). Teacher-student attachment and teachers’ attitudes towards work. Jurnal Pendidik Dan Pendidikan, 24(2000), 55–72.
Ang, R. (2005). Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74(1), 55–74.
Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire wireless learning initiative. The Journal of Technology, Learning and Assessment, 9(2).
Berger-Tikochinski, T., Zion, M., & Spektor-Levy, O. (2016). Up and down: Trends in students’ perceptions about learning in a 1:1 laptop model – A longitudinal study. Interdisciplinary Journal of E-Skills and Lifelong Learning, 12(12), 169–191.
Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 34(5), 934–946.
Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25–50). Mahwah, NJ: Erlbaum.
Carey, G., & Grant, C. (2015). Teacher and student perspectives on one-to-one pedagogy: Practices and possibilities. British Journal of Music Education, 32(1), 5–22.
Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers and Education, 60(1), 148–158.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
Cvetek, S. (2008). Applying chaos theory to lesson planning and delivery. European Journal of Teacher Education, 31(3), 247–256.
Danielsen, J. E. (2009). A case study of one-to-one laptop initiative in midwest public high schools (unpublished Ph.D. dissertation). The University of South Dakota, Vermillion, SD.
Danielson, C. (2011). Enhancing professional practice, 2nd edition. Alexandria, VA: Association for Supervision and Curriculum Development.
de Melo, G., Machado, A., & Miranda, A. (2017). The impact on learning of a one laptop per child program: Evidence from Uruguay. Trimestre Económico, 84(334), 383–409.
Dipietro, M. (2010). Virtual school pedagogy: The instructional practices of K-12 virtual school teachers. Journal of Educational Computing Research, 42(3), 327–354.
Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28(6), 51–55.
Dündar, H., & Akçayir, M. (2014). Implementing tablet PCs in schools: Students' attitudes and opinions. Computers in Human Behavior, 32, 40–46.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Gitomer, D., Bell, C., Mccaffrey, D., Hamre, B. K., & Pianta, R. C. (2014). The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record, 116, 1-32.
Good, T. L., & Brophy, J. E. (1970). Teacher-child dyadic interactions: A new method of classroom observation. Journal of School Psychology, 8(2), 131–138.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19(4), 405–427.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.
Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71). Washington, DC: National Association of School Psychologists.
Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115–136.
Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25(3), 167–202.
Hartley, J. (2007). Teaching, learning and new technology: A review for teachers. British Journal of Educational Technology, 38(1), 42–62.
Hatakka, M., Andersson, A., & Grönlund, Å. (2013). Students’ use of one to one laptops: A capability approach analysis. Information Technology and People, 26(1), 94–112.
Helgevold, N., & Moen, V. (2015). The use of flipped classrooms to stimulate students’ participation in an academic course in initial teacher education. Nordic Journal of Digital Literacy, 2015(1), 29–42.
Hershkovitz, A., Merceron, A., & Shamaly, A. (2015). Teacher-student interactions: A computational approach. Presented at The Eighth International Conference on Educational Data Mining (Madrid, Spain, 26-29 April).
Higgins, K. (2015). The student-teacher relationship in a one-to-one technology classroom : A case study (unpublished Ph.D. dissertation). Rowan University, Stratford, NJ.
Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Stewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp. 114–122). London, UK: Croom Helm.
Hu, W. (2007, May 4). Seeing no progress, some schools drop laptops. The New York Times, 1–5.
Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39(4), 289–301.
Jenni, R., & Mikko, V. (2013). Actual and potential pedagogical use of tablets in schools. Human Technology, 9, 113–131.
Kale, U., & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41–60.
Khan, Z.R. (2013). Student perceptions of teacher competency, teaching strategies, school climate, teacher-student relationship and classroom management (unpublished Ph.D. dissertation). Adventist International Institute of Advanced Studies, Silang, Philippines.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.
Krishnaveni, R., & Anitha, J. (2008). Towards standardizing education: Specific dispositions for educators and their impact on teacher efficacy. Vikalpa, 33(1), 85–92.
Lebo, A. E. (2014). The impact of 1:1 laptop utilization on student commitment to learning in Iowa’s public high schools (unpublished Ph.D. dissertation). University of South Dakota, Vermillion, SD.
Lei, J., & Zhao, Y. (2008). One-to-one computing: What does it bring to schools? Journal of Educational Computing Research, 39(2), 97–122.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers and Education, 49(4), 1066–1080.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E.,… Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales. University of Michigan, Ann Arbor, MI.
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610.
O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126.
Oren, M., & Jones, I. (2009). The relationships between child temperament, teacher-child relationships, and teacher-child interactions. International Education Studies, 2(4), 122.
Pawlowska, D. K., Westerman, J. W., Bergman, S. M., & Huelsman, T. J. (2014). Student personality, classroom environment, and student outcomes: A person–environment fit analysis. Learning and Individual Differences, 36, 180-193.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
Pettit, M. A. M., & McManus, J. F. (2014). A case study of the implementation of iPads with high school students at two charter high schools in Southern California (unpublished Ph.D. dissertation). Pepperdine University, Malibu, CA.
Pianta, R. C. (1999). Assessing child-teacher relationships. In R.C. Pianta, Enhancing relationships between children and teachers. (pp. 85–104). Washington: American Psychological Association.
Pianta, R. C. (1992). The student-teacher relationship scale. University of Virginia, Charlottesville, VA.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.
Pischetola, M. (2010). One-to-one technology: Students leading change. Research on Education and Media, 2(1).
Reyes, L. H., & Fennema, E. (1981). Classroom processes observer manual. University of Wisconsin-Madison. Madison, WI: University of Wisconsim-Madison.
Richardson, J. W., McLeod, S., Flora, K., Sauers, N. J., Kannan, S., & Sincar, M. (2013). Large-scale 1 : 1 computing initiatives: An open access database. International Journal of Education and Development Using Information and Communication Technology, 9(1), 4–18.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
Rosen, Y., & Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning. Journal of Research on Technology in Education, 44(3), 225–241.
Rudasill, K. M. (2011). Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147–156.
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14(3), 213–231.
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York, NY: Teachers College Press.
Severin, E., & Capota, C. (2011). One-to-one laptop programs in Latin America and the Caribbean - Panorama and perspectives (Technical Notes No. IDB-TN-273). Washington, DC: Inter-American Development Bank.
Shamir-Inbal, T., & Blau, I. (2016). Developing digital wisdom by students and teachers. Journal of Educational Computing Research, 54(7), 967–996.
Shen, L., & Chen, I. L. (2014). Social presence in online dissertation classes. In V. Venkatesh, J. Wallin, J. C. Castro, & J. E. Lewis (Eds.), Educational, Psychological, and Behavioral Considerations in Niche Online Communities (pp. 175–191). Hershey, PA: IGI Global.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011, December 12). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477.
Spires, H. A., Oliver, K., & Corn, J. (2012). The new learning ecology of one-to-one computing environments preparing teachers for shifting dynamics and relationships. Journal of Digital Learning in Teacher Education, 28(2), 63–72.
Steiner, D., & Mendelovitch, M. (2016). "I’m The Same Teacher": The attitudes of science and computer literacy teachers regarding integrating ICT in instruction to advance meaningful learning. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1259–1282.
Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 7(3).
Sun, Z. (2012). An empirical study on new teacher-student relationship and questioning strategies in ESL classroom. English Language Teaching, 5(7), 175–183.
Tucker, S. Y. (2014). Transforming pedagogies: Integrating 21st century skills and Web 2.0 technology. Turkish Online Journal of Distance Education, 15(1), 166–173.
Wade, C. (2014). Resilient classrooms. Creating healthy environments for learning. Educational Psychology in Practice, 30(4), 444–445.
Wang, sY.-M. (2002). When technology meets beliefs: Preservice teachers’ perception of the teacher’s role in the classroom with computers. Journal of Research on Technology in Education, 35(1), 150–161.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235–286.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1–2), 6–24.
Yoon, J.S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30(5), 485–493.
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052–1084.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628.
Zygmont, D. M., & Schaefer, K. M. (2005). Making the transition from teacher-centered to student-centered instruction: A journey taken by two educators. Annual Review of Nursing Education, 3, 125–142.
Ahmad, A., & Sahak, R. (2009). Teacher-student attachment and teachers’ attitudes towards work. Jurnal Pendidik Dan Pendidikan, 24(2000), 55–72.
Ang, R. (2005). Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74(1), 55–74.
Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire wireless learning initiative. The Journal of Technology, Learning and Assessment, 9(2).
Berger-Tikochinski, T., Zion, M., & Spektor-Levy, O. (2016). Up and down: Trends in students’ perceptions about learning in a 1:1 laptop model – A longitudinal study. Interdisciplinary Journal of E-Skills and Lifelong Learning, 12(12), 169–191.
Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 34(5), 934–946.
Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25–50). Mahwah, NJ: Erlbaum.
Carey, G., & Grant, C. (2015). Teacher and student perspectives on one-to-one pedagogy: Practices and possibilities. British Journal of Music Education, 32(1), 5–22.
Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers and Education, 60(1), 148–158.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
Cvetek, S. (2008). Applying chaos theory to lesson planning and delivery. European Journal of Teacher Education, 31(3), 247–256.
Danielsen, J. E. (2009). A case study of one-to-one laptop initiative in midwest public high schools (unpublished Ph.D. dissertation). The University of South Dakota, Vermillion, SD.
Danielson, C. (2011). Enhancing professional practice, 2nd edition. Alexandria, VA: Association for Supervision and Curriculum Development.
de Melo, G., Machado, A., & Miranda, A. (2017). The impact on learning of a one laptop per child program: Evidence from Uruguay. Trimestre Económico, 84(334), 383–409.
Dipietro, M. (2010). Virtual school pedagogy: The instructional practices of K-12 virtual school teachers. Journal of Educational Computing Research, 42(3), 327–354.
Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28(6), 51–55.
Dündar, H., & Akçayir, M. (2014). Implementing tablet PCs in schools: Students' attitudes and opinions. Computers in Human Behavior, 32, 40–46.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Gitomer, D., Bell, C., Mccaffrey, D., Hamre, B. K., & Pianta, R. C. (2014). The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record, 116, 1-32.
Good, T. L., & Brophy, J. E. (1970). Teacher-child dyadic interactions: A new method of classroom observation. Journal of School Psychology, 8(2), 131–138.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19(4), 405–427.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.
Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71). Washington, DC: National Association of School Psychologists.
Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115–136.
Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25(3), 167–202.
Hartley, J. (2007). Teaching, learning and new technology: A review for teachers. British Journal of Educational Technology, 38(1), 42–62.
Hatakka, M., Andersson, A., & Grönlund, Å. (2013). Students’ use of one to one laptops: A capability approach analysis. Information Technology and People, 26(1), 94–112.
Helgevold, N., & Moen, V. (2015). The use of flipped classrooms to stimulate students’ participation in an academic course in initial teacher education. Nordic Journal of Digital Literacy, 2015(1), 29–42.
Hershkovitz, A., Merceron, A., & Shamaly, A. (2015). Teacher-student interactions: A computational approach. Presented at The Eighth International Conference on Educational Data Mining (Madrid, Spain, 26-29 April).
Higgins, K. (2015). The student-teacher relationship in a one-to-one technology classroom : A case study (unpublished Ph.D. dissertation). Rowan University, Stratford, NJ.
Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Stewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp. 114–122). London, UK: Croom Helm.
Hu, W. (2007, May 4). Seeing no progress, some schools drop laptops. The New York Times, 1–5.
Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39(4), 289–301.
Jenni, R., & Mikko, V. (2013). Actual and potential pedagogical use of tablets in schools. Human Technology, 9, 113–131.
Kale, U., & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41–60.
Khan, Z.R. (2013). Student perceptions of teacher competency, teaching strategies, school climate, teacher-student relationship and classroom management (unpublished Ph.D. dissertation). Adventist International Institute of Advanced Studies, Silang, Philippines.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.
Krishnaveni, R., & Anitha, J. (2008). Towards standardizing education: Specific dispositions for educators and their impact on teacher efficacy. Vikalpa, 33(1), 85–92.
Lebo, A. E. (2014). The impact of 1:1 laptop utilization on student commitment to learning in Iowa’s public high schools (unpublished Ph.D. dissertation). University of South Dakota, Vermillion, SD.
Lei, J., & Zhao, Y. (2008). One-to-one computing: What does it bring to schools? Journal of Educational Computing Research, 39(2), 97–122.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers and Education, 49(4), 1066–1080.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E.,… Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales. University of Michigan, Ann Arbor, MI.
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610.
O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126.
Oren, M., & Jones, I. (2009). The relationships between child temperament, teacher-child relationships, and teacher-child interactions. International Education Studies, 2(4), 122.
Pawlowska, D. K., Westerman, J. W., Bergman, S. M., & Huelsman, T. J. (2014). Student personality, classroom environment, and student outcomes: A person–environment fit analysis. Learning and Individual Differences, 36, 180-193.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
Pettit, M. A. M., & McManus, J. F. (2014). A case study of the implementation of iPads with high school students at two charter high schools in Southern California (unpublished Ph.D. dissertation). Pepperdine University, Malibu, CA.
Pianta, R. C. (1999). Assessing child-teacher relationships. In R.C. Pianta, Enhancing relationships between children and teachers. (pp. 85–104). Washington: American Psychological Association.
Pianta, R. C. (1992). The student-teacher relationship scale. University of Virginia, Charlottesville, VA.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.
Pischetola, M. (2010). One-to-one technology: Students leading change. Research on Education and Media, 2(1).
Reyes, L. H., & Fennema, E. (1981). Classroom processes observer manual. University of Wisconsin-Madison. Madison, WI: University of Wisconsim-Madison.
Richardson, J. W., McLeod, S., Flora, K., Sauers, N. J., Kannan, S., & Sincar, M. (2013). Large-scale 1 : 1 computing initiatives: An open access database. International Journal of Education and Development Using Information and Communication Technology, 9(1), 4–18.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
Rosen, Y., & Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning. Journal of Research on Technology in Education, 44(3), 225–241.
Rudasill, K. M. (2011). Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147–156.
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment and Human Development, 14(3), 213–231.
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York, NY: Teachers College Press.
Severin, E., & Capota, C. (2011). One-to-one laptop programs in Latin America and the Caribbean - Panorama and perspectives (Technical Notes No. IDB-TN-273). Washington, DC: Inter-American Development Bank.
Shamir-Inbal, T., & Blau, I. (2016). Developing digital wisdom by students and teachers. Journal of Educational Computing Research, 54(7), 967–996.
Shen, L., & Chen, I. L. (2014). Social presence in online dissertation classes. In V. Venkatesh, J. Wallin, J. C. Castro, & J. E. Lewis (Eds.), Educational, Psychological, and Behavioral Considerations in Niche Online Communities (pp. 175–191). Hershey, PA: IGI Global.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011, December 12). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477.
Spires, H. A., Oliver, K., & Corn, J. (2012). The new learning ecology of one-to-one computing environments preparing teachers for shifting dynamics and relationships. Journal of Digital Learning in Teacher Education, 28(2), 63–72.
Steiner, D., & Mendelovitch, M. (2016). "I’m The Same Teacher": The attitudes of science and computer literacy teachers regarding integrating ICT in instruction to advance meaningful learning. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1259–1282.
Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 7(3).
Sun, Z. (2012). An empirical study on new teacher-student relationship and questioning strategies in ESL classroom. English Language Teaching, 5(7), 175–183.
Tucker, S. Y. (2014). Transforming pedagogies: Integrating 21st century skills and Web 2.0 technology. Turkish Online Journal of Distance Education, 15(1), 166–173.
Wade, C. (2014). Resilient classrooms. Creating healthy environments for learning. Educational Psychology in Practice, 30(4), 444–445.
Wang, sY.-M. (2002). When technology meets beliefs: Preservice teachers’ perception of the teacher’s role in the classroom with computers. Journal of Research on Technology in Education, 35(1), 150–161.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235–286.
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1–2), 6–24.
Yoon, J.S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30(5), 485–493.
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052–1084.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628.
Zygmont, D. M., & Schaefer, K. M. (2005). Making the transition from teacher-centered to student-centered instruction: A journey taken by two educators. Annual Review of Nursing Education, 3, 125–142.
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Publicado
2018-04-04
Como Citar
Hershkovitz, A. (2018). La relación docente-estudiante en el aula de computación uno a uno. Páginas De Educación , 11(1), 37–65. https://doi.org/10.22235/pe.v11i1.1553
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