THE THE CONCEPTUAL CONCEPTUAL TABLE: TABLE:

A STRATEGY A STRATEGY FOR THE FOR THE DEVELOPMENT DEVELOPMENT OF A OF A THEORETICAL THEORETICAL FRAMEWORK FRAMEWORK OF A FIELD OF A FIELD RESEARCH OR RESEARCH OR KNOWLEDGEKNOWLEDGE

Guidelines to startGuidelines to startII

Make a thorough sweep of all the references in the theme chosen by using keywords

Check all the databases at our disposal (libraries, portals, trade magazines, portals thesis, virtual scientific publications, specialty etc..)

Open a folder where you go filing all jobs that are on topic, opening new sub-subfolders.

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Guidelines to startGuidelines to startIIII

Read a few jobs to take note of the inputs (columns) that we could put on our table conceptual

Always leave blank columns for issues that we may appear later and were not provided

Start reading in detail only when it developed a conceptual table "to our needs"

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THE CONCEPTUAL THE CONCEPTUAL TABLETABLE

Where instrument reflected the content of an article, book or scientific text content.

The table reflects, by columns, all contents or aspects that interest us or that affect certain fields of knowledge.

The aspects to be analyzed can be unlimited, as many as the researcher select, detect or go including.

It is recommended that the map on a table because Excel can incorporate annular and retrieve information easily.

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Book / article / text 

Autor/res. Fecha. Título… (CITA) Alumnado Profesorado

Tecnología

Aprendizaje

Enseñanza

Evaluación

Otras investigaciones

Gráficas Otros cita

art Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design.Australasian Journal of Educational Technology, 28(4), 547-564.

pp. 23-24 pp. 5-10 pp.12-15 pp. 25 pp. 36

art Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.

pp. 15-27 28-31 32-34 pp. 23 pp. 31, 15-16

Cap. Libro Vera Muñoz, M.I., Soriano López, M.C. y Seva Cañizares, F. (2011). La competencia tecnológica del profesorado de Ciencias Sociales en la enseñanza secundaria. En: Miralles Martínez, P., Molina Puche, S., Santisteban Fernández, A. La evaluación en el proceso de enseñanza y aprendizaje de las Ciencias Sociales. II, 463-475. Retrieved from http://www.um.es/22simposiodcs/textos/La_evaluacion_II.pdf

pp. 465-67

463, 7, 75

465, 7, 67

474 Ref. 4,6,10, 25, 30 465-470 encuesta

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Dra. María Isabel Vera

MODEL TABLE IN EXCEL MODEL TABLE IN EXCEL (paragraphs of the examples cited (paragraphs of the examples cited

are imaginary) are imaginary)

5

Book / article / text 

AuAuthor /s. Date. Title ... (CITA) Students

Teachers Technology Learning Teaching Assessment Other research

Figures

OTher

citation

art Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design.Australasian Journal of Educational Technology, 28(4), 547-564.

pp. 23-24 pp. 5-10 pp.12-15 pp. 25 pp. 36

art Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.

pp. 15-27 28-31 32-34 pp. 23 pp. 31, 15-16

Cap. book Vera Muñoz, M.I., Soriano López, M.C. y Seva Cañizares, F. (2011). La competencia tecnológica del profesorado de Ciencias Sociales en la enseñanza secundaria. En: Miralles Martínez, P., Molina Puche, S., Santisteban Fernández, A. La evaluación en el proceso de enseñanza y aprendizaje de las Ciencias Sociales. II, 463-475. Retrieved from http://www.um.es/22simposiodcs/textos/La_evaluacion_II.pdf

pp. 465-67 463, 7, 75 465, 7, 67 474 Ref. 4,6,10, 25, 30 465-470 encuesta

CONCEPTUAL OPERATING CONCEPTUAL OPERATING TABLE TABLE

II Once made the table we have an

overview of all aspects that are on the subject of our interest

We can do two things: 1. Select only those columns treated more

complete or in the works 2. Select all that interest us and sort them

by importance or issues that interest us

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CONCEPTUAL OPERATING CONCEPTUAL OPERATING TABLE TABLE

IIII Once selected or ordered columns

proceed to write, 1. on the subject matter of each, 2. what we found each author / s, 3. in order of publication date (from oldest

to most recent), and 4. sharing our opinion, and if we must. We can if required by subsections field

of knowledge treaty.

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