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546,196 artículos
Año:
2016
ISSN:
2174-5374, 1139-613X
Losada Iglesias, Daniel; Correa Gorospe, José Miguel; Fernández Olaskoaga, Lorea
Facultad de Educación, UNED
Resumen
This paper analyzes the effects of 1:1 models for the integration of ICT inthe classrooms of primary education schools. These models are characterizedby the provision of One Laptop Per Child (OLPC) for the learning process.To this end, we constructed a questionnaire to identify the expectations andvisions of teachers involved in the 1:1 initiative in the Basque AutonomousCommunity (Spain) attended by 364 teachers. The dimensions listed focusedon the impact of teaching practices and the daily life of the school both forteachers and for students. The most relevant results report that the largestallocation of resources and infrastructure for the classroom has been anopportunity for recycling and teacher training, as well as increased studentmotivation in learning. However, the report concludes that there is a lack ofsubstantial impact, both in terms of organizational and pedagogical processesin teaching and learning.
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Año:
2016
ISSN:
2174-5374, 1139-613X
Carrasco Macías, María José; Coronel Llamas, José Manuel
Facultad de Educación, UNED
Resumen
In this study we explore teacher perceptions of cultural diversity management.Participants included sixteen teachers with experience rangingfrom 2 to 20 years of teaching from four secondary schools in the region ofAndalusia. Semistructured interviews with the teachers from each schoolwere used. Additional information was obtained through interviews withthe principal, four families of immigrant students and a focus-group interview with the four school counselors. The results indicate that teachersperceive the management of cultural diversity as a particular problem,marginal and excluded from teaching practices. Moreover, teachersagree that the issue is one of adaptation, a problem to be solved by thestudents themselves with the support of school counselors and other educational specialists. The study ends by calling for further work in coordination with educational specialists and highlighting the need to include intercultural competence in initial and continuing teacher education.
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Año:
2016
ISSN:
2013-9144
Ascencio Ojeda, Paola Beatriz; Garay Aguilar, Mario Fabian; Seguic Zeran, Estela
Universitat de Barcelona
Resumen
The educational proposals offered in higher education must be kept always contextualized and relevant to the needs of social development and the labour market. All this for a successful insertion into this world that approaches our students, and for which we have a responsibility from our house of studies that is attributable to our mission: "Forming human capital for the world that will be printed to us". Consequently, the world of education requires the training of professionals who are qualified to anchor and extrapolate to their educational practices, concepts that seem to be basic in the society in which we interact, where we will promptly focus on core competencies related to ICT, which have been declared by the society of the economy and the world of the Academy as key competences to be able to participate in society. In order to guide the inclusion of these competencies and its real habilitation as an exit competency for the students of pedagogy in Chile, the Ministry of Education defined more than five years ago a set of standards to be incorporated and developed throughout the pre-service training process for promoting their adoption as a regular practice in future teachers, thus formalizing their transfer and irradiation in Chilean children. Therefore, the current investigation reviews the “ICT Competences and Standards for the teaching profession” in Chile in order to be able to compare results obtained from an evaluation searching for the generation of analogies between the proposal and the actual skills that are managed by pre-service training students in Universidad de Magallanes, with the purpose of generating later the necessary actions to balance knowledge, if it is necessary, or promote updates policies and use of knowledge in those teachers who are responsible for the installation of these competences.
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Año:
2016
ISSN:
2013-9144
Calvo Salvador, María Adelina; Rodriguez Hoyos, Carlos; Fernández Díaz, Elia María
Universitat de Barcelona
Resumen
En esta investigación se analizan MOOCs cuya lengua vehicular es el castellano y que versan sobre temáticas pedagógicas/educativas. El análisis, de clara inspiración cualitativa, se centra en 5 dimensiones: 1) Datos básicos (título, temática, objetivo, institución y plataforma que lo aloja), 2) Metodología, 3) Recursos, 4) Tipos de videos y 5) Evaluación. Los resultados muestran las temáticas hegemónicas en los cursos, así como la clara presencia de una metodología magistral, apoyada en videolecciones donde predomina el modelo de “busto parlante”. A pesar de usarse otro tipo de recursos (presentaciones, foros, infografías, guías, etc.), se detecta que en muchas de estas ofertas formativas no se explotan, en su totalidad, las herramientas de interacción/comunicación que ofrecen las plataformas. Y el uso de los cuestionarios de evaluación sigue siendo dominante. Las conclusiones señalan que necesitamos seguir investigando la arquitectura pedagógica de los MOOC, localizando las barreras que existen para que éstos respondan a su genuina finalidad de crear una comunidad de aprendizaje, lo que supone, sin duda, alejarnos de los modelos pedagógicos más técnicos. El trabajo se enmarca en el proyecto ECO (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous and Open Learning) promovido por la Comunidad Europea.
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Año:
2016
ISSN:
2013-9144
Pérez-Escoda, Ana; Aguaded, Ignacio; Rodríguez-Conde, M ºJosé
Universitat de Barcelona
Resumen
Educational paradigms existing are currently being shaken by new skills, connected devices and digital tools, forcing education to consider the opportunities that technology offers and the digital competences that it implies. The study presented shows empirical evidences on how students are developing these skills in informal scenarios, spending much time on the Internet, while, these competences, even being recognized by legislation with equal importance than others, are not being developed by educational system in Spain. The research is applied on a sample of 678 Primary School students and the main scope is analysing the use and frequency of use of ICT and its degree of integration into everyday activities in informal scenarios. Ex-post-facto methodologies are used through quantitative techniques, an ad hoc questionnaire has being designed as a tool for data collection. Results point to a generation of students who have acquired digital skills before having fully acquired the reading-writing skills. Data collected evidence, as well, that students use all kind of devices, surf the Internet, take pictures, edit them, download applications and search for tutorials in You Tube. Taking into account the results obtained the curricular inclusion of digital competence beyond its legal descriptive recognition is proposed.
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Año:
2016
ISSN:
2013-9144
Slussareff, Michaela; Boháčková, Petra
Universitat de Barcelona
Resumen
This paper compares two kinds of educational treatment within location-based game approach; learning by playing a location-based game and learning by designing a location-based game. Two parallel elementary school classes were included in our study (N=27; age 14-15). The ‘designers’ class took part in the whole process of game design except the technical part (programming and content implementation), the ‘players’ class did not get any special treatment but played the game made by their fellow-students. The study describes possibilities and limitations of those two implementation approaches and measures effectiveness of knowledge acquisition and future interests in the game topic. The data revealed positive effect of the active approach (designing location-based game) within the knowledge acquisition. The further qualitative study showed that the active approach brings some unique benefits to the students and could be widely supported by the teachers and national educational systems.
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Año:
2016
ISSN:
2013-9144
Saz, Alexandra; Engel Rocamora, Anna; Coll, César
Universitat de Barcelona
Resumen
Universities have a key role to play in the progress and development of the Knowledge Society. They should lead the way in the design of teaching strategies that promote knowledge building. Personal learning environments (PLE) represent a groundbreaking new development in educational practices through the incorporation of Information and Communications Technology (ICT), and an opportunity to promote the creation of universities without walls able to meet the demands of the knowledge society.This study focuses on the relationships established by the participants (students and teachers) in two higher education instructional sequences using institutionally-powered PLE (iPLE). One of the sequences was carried out at the University of Barcelona and the other at the University of Andorra. Both used the same technological support, the Elgg platform, which allows users to build their own personal work and learning environment. The main hypothesis of the study is that the relationships formed depend on the techno-pedagogical design of the teaching and learning process.The results show that in both cases the relationships that the participants establish with their peers and teachers are indeed related to the characteristics and requirements of the particular techno-pedagogical designs. Although the technological environment allowed all the participants to establish relationships with others, the main interactions were found in small working groups created to carry out learning and assessment activities. In conclusion, we stress the importance of planning teaching and learning activities and assessment processes that are able to exploit the full potential of PLE.
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Año:
2016
ISSN:
2013-9144
Casillas Martín, Sonia; Cabezas González, Marcos; Martín de Arriba, Jorge
Universitat de Barcelona
Resumen
This article is part of an investigation named “Collaborative learning by ICT´s in the context of Education 2.0” that is been carried out by the Group of Research in Educative Technology of the University of Salamanca (GITE-USAL). Specifically, it is centered in the analysis of data related to the collaborative work experiences with ICT´s that were developed by teachers. The sample of this research is composed by a total of 198 primary and secondary (up to ESO) teachers of those schools of the Castilla and Leon region (Spain) that are ICT´s certified. To analyze the data, we have used both qualitative and quantitative methodologies and the results show that the collaborative work culture using ICT´s is not well spread yet in the methodology of those teachers subject of this research although all of them are conscious that ICT´s are a value added to guarantee that students can work in a collaborative way. At the same time, they state that the ICT´s motivate their students and make the access and exchange of material and information way easier.
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Año:
2016
ISSN:
2013-9144
Juan, M. Carmen; Alexandrescu, Lucian; Folguera, Fernando; García-García, Inmaculada
Universitat de Barcelona
Resumen
Three-dimensional models are important when the learning content is difficult to acquire from 2D images or other traditional methods. This is the case for learning dental morphology. In this paper, we present a mobile augmented reality (AR) system for learning dental morphology. A study with students was carried out to determine whether learning outcomes were greater using the AR system or following a traditional method. Other aspects were also considered. Thirty-eight students and 17 dental professionals participated in the study. The analysis about the acquired knowledge indicates that the students increased their knowledge using the two methods. When the post-knowledge scores for the two methods were compared, no statistically significant differences were found. Therefore, the AR system could be used as an effective transmitter of knowledge. The rest of the questions that the students and professionals answered indicated that they were highly satisfied with the AR system, they considered the AR system to be very easy to use, and they would like to use it for dental learning. Moreover, as a mobile AR system, it could facilitate versatility in the learning process.
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Año:
2016
ISSN:
2013-9144
Moreno Romero, Liliana Leticia; Rochera Villach, María José
Universitat de Barcelona
Resumen
The objective of this study is to know the main uses of Information and Communications Technology (ICT) to assess and provide formative feedback along a time dimension. Data were obtained through interviews applied to two teachers of upper secondary education. This data were complemented with the information obtained from Moodle and Wiki platforms. Regarding the analysis, specific categories were elaborated using a model of analysis of evaluation practices (Coll, Mauri & Rochera, 2012) and the principles of improvement of the assessment and feedback with the support of ICT (JISC, 2014). The results show three formative uses of ICT that vary in different evaluative moments depending on the previous conceptions of teachers, time, and support from the school.
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