Pub Date : 2019-07-03DOI: 10.1080/11356405.2019.1630958
L. Salmerón, P. Delgado
Abstract In the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational results do not seem to match the expectations generated. For this reason, this revision seeks to make up for the scant attention paid to the possible harmful effects of the use of ICT based on research and educational practice. After providing a general overview of the impact of ICT on learning, we survey the results of studies that reveal potential negative consequences of their use inside and outside the school context. We analyse their impact on both academic performance and other more specific areas, such as reading comprehension, and we stress the negative effects on so-called ‘digital natives’. In short, what stands out is the importance of an evidence-based education practice which bears in mind the possible harmful effects of using ICT and bears in mind that its beneficial effects seem to rely on not only how much but also how they are used.
{"title":"Critical analysis of the effects of the digital technologies on reading and learning / Análisis crítico sobre los efectos de las tecnologías digitales en la lectura y el aprendizaje","authors":"L. Salmerón, P. Delgado","doi":"10.1080/11356405.2019.1630958","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630958","url":null,"abstract":"Abstract In the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational results do not seem to match the expectations generated. For this reason, this revision seeks to make up for the scant attention paid to the possible harmful effects of the use of ICT based on research and educational practice. After providing a general overview of the impact of ICT on learning, we survey the results of studies that reveal potential negative consequences of their use inside and outside the school context. We analyse their impact on both academic performance and other more specific areas, such as reading comprehension, and we stress the negative effects on so-called ‘digital natives’. In short, what stands out is the importance of an evidence-based education practice which bears in mind the possible harmful effects of using ICT and bears in mind that its beneficial effects seem to rely on not only how much but also how they are used.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132762703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/11356405.2019.1630956
Raimundo Olfos, Palmenia Rodríguez
Abstract The aim of this study is to establish to what extent teachers’ knowledge, in association with school socioeconomic level, students’ previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of variability observed in the conceptualization of fractions could be attributed to student-level variables, while the remaining 23% would be attributable to school-level variables. On the other hand, 38% of the intra-school variance could be explained by students’ previous knowledge, and virtually all the between-schools variance would be explained by the academic level of the school or, in 32% of cases, by the socioeconomic status of the school. Teacher knowledge, alone or in combination with other factors, accounts for about 10%, with a significance of 10%.
{"title":"Contribution of teacher knowledge to student knowledge of mathematics / Contribución del conocimiento del profesor al conocimiento del alumno en matemáticas","authors":"Raimundo Olfos, Palmenia Rodríguez","doi":"10.1080/11356405.2019.1630956","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630956","url":null,"abstract":"Abstract The aim of this study is to establish to what extent teachers’ knowledge, in association with school socioeconomic level, students’ previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of variability observed in the conceptualization of fractions could be attributed to student-level variables, while the remaining 23% would be attributable to school-level variables. On the other hand, 38% of the intra-school variance could be explained by students’ previous knowledge, and virtually all the between-schools variance would be explained by the academic level of the school or, in 32% of cases, by the socioeconomic status of the school. Teacher knowledge, alone or in combination with other factors, accounts for about 10%, with a significance of 10%.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120975241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/11356405.2019.1630952
M. Colmenero, M. Pegalajar, Antonio Pantoja
Abstract This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data analysis shows that the teachers had positive perceptions of the use of inclusive teaching practices; there were significant relationships between variables related to the type of school, as well as gender, age and teaching experience.
{"title":"Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades graves y permanentes","authors":"M. Colmenero, M. Pegalajar, Antonio Pantoja","doi":"10.1080/11356405.2019.1630952","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630952","url":null,"abstract":"Abstract This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data analysis shows that the teachers had positive perceptions of the use of inclusive teaching practices; there were significant relationships between variables related to the type of school, as well as gender, age and teaching experience.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132098067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/11356405.2019.1630957
Jordi Díaz-Gibson, Mireia Civís, Annabel Fontanet, S. López, Miquel-Àngel Prats
Abstract Today, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication.
{"title":"School head teachers’ views of the drive towards educational innovation in Catalonia / La visión de los directores de escuela sobre el impulso de la innovación educativa en Cataluña","authors":"Jordi Díaz-Gibson, Mireia Civís, Annabel Fontanet, S. López, Miquel-Àngel Prats","doi":"10.1080/11356405.2019.1630957","DOIUrl":"https://doi.org/10.1080/11356405.2019.1630957","url":null,"abstract":"Abstract Today, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128342362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/11356405.2019.1603274
Ana Pérez-Escoda, Rosa García-Ruiz, Ignacio Aguaded
Abstract Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.
{"title":"Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo","authors":"Ana Pérez-Escoda, Rosa García-Ruiz, Ignacio Aguaded","doi":"10.1080/11356405.2019.1603274","DOIUrl":"https://doi.org/10.1080/11356405.2019.1603274","url":null,"abstract":"Abstract Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129668415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The press is often attributed with little credibility, and the recent phenomenon of fake news has put it under the spotlight once again. As a result, the objective of this study is to discover the margin of the veracity versus falsehood of the news reports on tablets in primary education published in digital newspapers. This qualitative study has been developed on the basis of an analysis of 120 news items in Spanish newspapers. The conclusions show that news items on the topic correspond with reality and can be considered credible since they are in line with results provided in the scientific literature. Nevertheless, and in accordance with this type of publication, the treatment of the topic in these news items is superficial, even though they usually dedicate a full page to it. When discussing benefits and controversial points, both newspaper articles and scientific studies highlight the immediacy offered by tablets and the motivation generated in students. At the same time, their use is also linked with harmful effects associated with technopathologies.
{"title":"Credibility versus fake news in digital newspapers on tablets in primary education / Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria","authors":"María-Carmen Ricoy, Cristina Sánchez-Martínez, Tiberio Feliz-Murias","doi":"10.1080/11356405.2019.1603891","DOIUrl":"https://doi.org/10.1080/11356405.2019.1603891","url":null,"abstract":"Abstract The press is often attributed with little credibility, and the recent phenomenon of fake news has put it under the spotlight once again. As a result, the objective of this study is to discover the margin of the veracity versus falsehood of the news reports on tablets in primary education published in digital newspapers. This qualitative study has been developed on the basis of an analysis of 120 news items in Spanish newspapers. The conclusions show that news items on the topic correspond with reality and can be considered credible since they are in line with results provided in the scientific literature. Nevertheless, and in accordance with this type of publication, the treatment of the topic in these news items is superficial, even though they usually dedicate a full page to it. When discussing benefits and controversial points, both newspaper articles and scientific studies highlight the immediacy offered by tablets and the motivation generated in students. At the same time, their use is also linked with harmful effects associated with technopathologies.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128026026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/11356405.2019.1597564
Luis M. Romero-Rodríguez, P. Contreras-Pulido, M. A. Pérez-Rodríguez
Abstract Media competencies are a set of skills that every individual should possess in order to be able to consume and produce media and digital and information products in a critical and analytical way. This exploratory and comparative work analyses the level of media competence among 1,676 university students and 524 professors in Brazil, Spain, Portugal and Venezuela. One of the main results shows that the level of knowledge of technology and interaction — which is linked to digital competencies — does not depend solely on age, thus contradicting theories of digital natives and migrants. Our study also found that the general level of media competence is no better than medium to low when considering language, technology, interaction, production and dissemination, ideology and values, and aesthetics. These results point to the need to develop transversal actions for instructing both university professors and students in media competencies to face an ecosystem dominated by fake news and disinformation, as well as public policies directed at improving these skills among citizens at large.
{"title":"Media competencies of university professors and students. Comparison of levels in Spain, Portugal, Brazil and Venezuela / Las competencias mediáticas de profesores y estudiantes universitarios. Comparación de niveles en España, Portugal, Brasil y Venezuela","authors":"Luis M. Romero-Rodríguez, P. Contreras-Pulido, M. A. Pérez-Rodríguez","doi":"10.1080/11356405.2019.1597564","DOIUrl":"https://doi.org/10.1080/11356405.2019.1597564","url":null,"abstract":"Abstract Media competencies are a set of skills that every individual should possess in order to be able to consume and produce media and digital and information products in a critical and analytical way. This exploratory and comparative work analyses the level of media competence among 1,676 university students and 524 professors in Brazil, Spain, Portugal and Venezuela. One of the main results shows that the level of knowledge of technology and interaction — which is linked to digital competencies — does not depend solely on age, thus contradicting theories of digital natives and migrants. Our study also found that the general level of media competence is no better than medium to low when considering language, technology, interaction, production and dissemination, ideology and values, and aesthetics. These results point to the need to develop transversal actions for instructing both university professors and students in media competencies to face an ecosystem dominated by fake news and disinformation, as well as public policies directed at improving these skills among citizens at large.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123889154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/11356405.2019.1597442
C. Tarchi
Abstract In the twenty-first century, people have access to a great wealth of knowledge to solve information-based problems. However, sources might include misinformation, a phenomenon also called ‘fake news’. In this study, the contribution of students’ affective engagement and behaviour disposition on Italian university students’ multiple-document comprehension will be investigated. In specific, the focus was put on trustworthiness judgements and use of justification criteria when reading documents on the controversial topic of vaccination. Participants were 289 university students. The procedure included four steps. Firstly, students were administered the tests measuring prior beliefs, topic interest and prior knowledge. Secondly, students read six documents varying by position towards vaccination and reliability. Thirdly, students were asked to report their use of processing strategies. Finally, students were asked to judge the trustworthiness of the six documents and report to what extent they had relied on specific trustworthiness criteria. Overall results confirmed the existence of four default stances adopted to complete the reading task, which are significantly associated with trustworthiness judgements. Students’ affective engagement should be targeted by enhancing their topic interest, and intervention should promote cross-document strategic processing.
{"title":"Identifying fake news through trustworthiness judgements of documents / La identificación de noticias falsas mediante juicios de fiabilidad de los documentos","authors":"C. Tarchi","doi":"10.1080/11356405.2019.1597442","DOIUrl":"https://doi.org/10.1080/11356405.2019.1597442","url":null,"abstract":"Abstract In the twenty-first century, people have access to a great wealth of knowledge to solve information-based problems. However, sources might include misinformation, a phenomenon also called ‘fake news’. In this study, the contribution of students’ affective engagement and behaviour disposition on Italian university students’ multiple-document comprehension will be investigated. In specific, the focus was put on trustworthiness judgements and use of justification criteria when reading documents on the controversial topic of vaccination. Participants were 289 university students. The procedure included four steps. Firstly, students were administered the tests measuring prior beliefs, topic interest and prior knowledge. Secondly, students read six documents varying by position towards vaccination and reliability. Thirdly, students were asked to report their use of processing strategies. Finally, students were asked to judge the trustworthiness of the six documents and report to what extent they had relied on specific trustworthiness criteria. Overall results confirmed the existence of four default stances adopted to complete the reading task, which are significantly associated with trustworthiness judgements. Students’ affective engagement should be targeted by enhancing their topic interest, and intervention should promote cross-document strategic processing.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121706743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-03DOI: 10.1080/11356405.2019.1603632
J. McDougall, M. Brites, M. Couto, Catarina Lucas
Abstract The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.
{"title":"Digital literacy, fake news and education / Alfabetización digital, fake news y educación","authors":"J. McDougall, M. Brites, M. Couto, Catarina Lucas","doi":"10.1080/11356405.2019.1603632","DOIUrl":"https://doi.org/10.1080/11356405.2019.1603632","url":null,"abstract":"Abstract The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125299563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.
{"title":"Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación","authors":"Julio-César Mateus, Wilson-Virgilio Hernández-Breña, Mònica Figueras-Maz","doi":"10.1080/11356405.2019.1597440","DOIUrl":"https://doi.org/10.1080/11356405.2019.1597440","url":null,"abstract":"Abstract Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129247755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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