Integrando aprendizaje-servicio y tecnologías digitales: análisis de sus desafíos y promesas

Autores/as

  • Robert Gordon Bringle Indiana University Purdue University Indianapolis
  • Patti H. Clayton

DOI:

https://doi.org/10.5944/ried.23.1.25386

Palabras clave:

Aprendizaje-servicio, tecnologías digitales, educación a distancia, educación cívica

Resumen

En este artículo pretendemos enmarcar la incorporación del aprendizaje-servicio y las tecnologías digitales en la enseñanza y el aprendizaje, a la vez que analizar la complejidad de algunos de sus desafíos y promesas. De esta forma, se compromete a los lectores con las preguntas y los problemas que se abordan en los artículos que componen este monográfico de RIED. Buscamos proporcionar perspectivas que puedan contribuir a la implementación de innovaciones e investigaciones pedagógicas que mejorarán la práctica y, en consecuencia, los resultados de aprendizaje. Comenzamos brindando una descripción general de lo qué es y el porqué del aprendizaje-servicio, para examinar, en una segunda parte, el cómo del aprendizaje-servicio en escenarios digitales. Finalmente, exploramos varios temas que pueden dar forma a nuevos desarrollos en el contexto de estas dos innovaciones pedagógicas.

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Biografía del autor/a

Robert Gordon Bringle, Indiana University Purdue University Indianapolis

Robert G. Bringle, Ph.D. (M.S., Ph.D., Social Psychology, University of Massachusetts, 1974)

Chancellor’s Professor Emeritus, Psychology and Philanthropic Studies

Senior Scholar, Center for Service and Learning

Indiana University Purdue University Indianapolis

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Publicado

2020-01-02

Cómo citar

Bringle, R. G., & Clayton, P. H. (2020). Integrando aprendizaje-servicio y tecnologías digitales: análisis de sus desafíos y promesas. RIED-Revista Iberoamericana De Educación a Distancia, 23(1), 43–65. https://doi.org/10.5944/ried.23.1.25386