A qualitative documentary research of software and multimedia artificial intelligences was chosen to enable the ontological understanding of the object of study that aims to explore the potential for learning through Artificial Intelligence (AI). Besides, it is shown how AI, as a novel component within the digital education landscape, contributes to educational technological capital. In light of our research area, the focus is on determining how AI can be harnessed to enhance the development of communicative competence. This entails identifying and categorizing AI tools relevant to language didactics. The sample size for this study is 120 AI applications, sourcing and compiling data on AI tools from specialized websites. This sample serves as a paradigm justifying a mixed-method study capable of combining quantitative and qualitative data.The variables supporting this study consider four characteristics related to the specific typify of the digital tool in the pedagogical context. The first aspect pertains to the classification of generative AI tools with potential educational use. AI tools enriches and enhances the dimensions of learning underscoring the urgent need for literacy in this technology. The second variable was linked to the Pedagogical Competences of Teachers and the areas. The category in language education pertains to educators' ability to create, adapt, and employ digital resources that enhance language teaching and learning. The third and fourth identify the skills related to language learning. In the context of learning environments with AI tools, it is essential to contemplate the role of linguistic competence as subordinate to communicative competence.
{"title":"Vademecum of artificial intelligence tools applied to the teaching of languages","authors":"Belén Mateos Blanco, Eva Álvarez Ramos, Leyre Alejaldre Biel, Milagrosa Parrado Collantes","doi":"10.3926/jotse.2522","DOIUrl":"https://doi.org/10.3926/jotse.2522","url":null,"abstract":"A qualitative documentary research of software and multimedia artificial intelligences was chosen to enable the ontological understanding of the object of study that aims to explore the potential for learning through Artificial Intelligence (AI). Besides, it is shown how AI, as a novel component within the digital education landscape, contributes to educational technological capital. In light of our research area, the focus is on determining how AI can be harnessed to enhance the development of communicative competence. This entails identifying and categorizing AI tools relevant to language didactics. The sample size for this study is 120 AI applications, sourcing and compiling data on AI tools from specialized websites. This sample serves as a paradigm justifying a mixed-method study capable of combining quantitative and qualitative data.The variables supporting this study consider four characteristics related to the specific typify of the digital tool in the pedagogical context. The first aspect pertains to the classification of generative AI tools with potential educational use. AI tools enriches and enhances the dimensions of learning underscoring the urgent need for literacy in this technology. The second variable was linked to the Pedagogical Competences of Teachers and the areas. The category in language education pertains to educators' ability to create, adapt, and employ digital resources that enhance language teaching and learning. The third and fourth identify the skills related to language learning. In the context of learning environments with AI tools, it is essential to contemplate the role of linguistic competence as subordinate to communicative competence.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"237 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485656","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}
Santiago Alonso García, Juan José Victoria Maldonado, José Antonio Martínez Domingo, Blanca Berral Ortiz
Digital competence is a key aspect to be taken into account in training at all stages. It is especially necessary to emphasize higher education stages and specifically on initial teacher training, as future teachers have the responsibility to promote these competencies and to be the first to introduce them into their programs. However, for this to happen, they must have previously established a framework of reference on which to train in digital competence, and they must be prepared to transmit this knowledge in this context that framework is DigCompEdu. For this reason, in the present research a correlational study is carried out with a retrospective ex-post-facto design to analyse the digital competencies of future teachers in the Faculty of Education Sciences at the University of Granada.The main results of the research carried out are that the self-perceived digital competence varies according to the sex of the students, being more positive in the case of men, while other factors such as the course or degree do not have a significant relevance. However, the majority of students at the Faculty of Education of the University of Granada have a self-assessed level of B1 as their level of digital competence, which is insufficient for transmission to future generations. This is also maintained because, according to the students, spaces, and training related to this aspect are not generated, although there are disparities according to the degree of this thinking.
{"title":"Analysis of self-perceived digital competences in future educators: A study at the university of Granada","authors":"Santiago Alonso García, Juan José Victoria Maldonado, José Antonio Martínez Domingo, Blanca Berral Ortiz","doi":"10.3926/jotse.2521","DOIUrl":"https://doi.org/10.3926/jotse.2521","url":null,"abstract":"Digital competence is a key aspect to be taken into account in training at all stages. It is especially necessary to emphasize higher education stages and specifically on initial teacher training, as future teachers have the responsibility to promote these competencies and to be the first to introduce them into their programs. However, for this to happen, they must have previously established a framework of reference on which to train in digital competence, and they must be prepared to transmit this knowledge in this context that framework is DigCompEdu. For this reason, in the present research a correlational study is carried out with a retrospective ex-post-facto design to analyse the digital competencies of future teachers in the Faculty of Education Sciences at the University of Granada.The main results of the research carried out are that the self-perceived digital competence varies according to the sex of the students, being more positive in the case of men, while other factors such as the course or degree do not have a significant relevance. However, the majority of students at the Faculty of Education of the University of Granada have a self-assessed level of B1 as their level of digital competence, which is insufficient for transmission to future generations. This is also maintained because, according to the students, spaces, and training related to this aspect are not generated, although there are disparities according to the degree of this thinking.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"57 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483532","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}
Muhammad Turmuzi, Gusti Putu Suharta, Wayan Puja Astawa, Nengah Suparta
The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.
{"title":"Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences","authors":"Muhammad Turmuzi, Gusti Putu Suharta, Wayan Puja Astawa, Nengah Suparta","doi":"10.3926/jotse.2482","DOIUrl":"https://doi.org/10.3926/jotse.2482","url":null,"abstract":"The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"78 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483841","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}
Since the 1980s, the growing consumption of media by various segments of the population has been of concern to education experts, who have warned of the need for teacher training to integrate Media and Information Literacy (MIL) in their curricula. In this article we analyse the curricular plans and teaching guides for subjects related to MIL in Early Childhood Education and Primary Education degrees in Andalusia. Through these documents, we seek to identify the presence of AMI in initial teacher training, its characteristics, potential and limits, as well as the emerging methodologies arising from the relationship between technology and education. In methodological terms, we conducted a quantitative analysis, using simple descriptive statistics, combined with a qualitative analysis, using the principles of content analysis, according to Bardin (1991). The data indicate that training for AMI is very uneven across the universities and courses analysed. Moreover, most of the subjects related to AMI are optional and deal mainly with aspects related to the presence of technology as a support for teaching, with little presence of emerging methodologies, which leads to a marginalisation of aesthetic training and critical training of future teachers for and with the media.
自 20 世纪 80 年代以来，教育专家们一直在关注各阶层人群日益增长的媒体消 费，并警告教师培训需要将媒体与信息素养（MIL）纳入其课程。在这篇文章中，我们分析了安达卢西亚幼儿教育和初等教育学位中与媒体和信息素养有关的科目的课程计划和教学指南。通过这些文件，我们试图确定 AMI 在初始师资培训中的存在、其特点、潜力和局限性，以及技术与教育之间的关系所产生的新兴方法。在方法论方面，我们采用简单的描述性统计进行了定量分析，并根据 Bardin（1991 年）的内容分析原则进行了定性分析。数据表明，在所分析的大学和课程中，针对 AMI 的培训非常不均衡。此外，大多数与 AMI 相关的科目都是选修课，主要涉及与作为教学支持的技术的存在有关的方面，很少涉及新兴方法论，这导致了未来教师的审美培训和批判性培训被边缘化。
{"title":"Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia","authors":"Diego Mendes, Victor Amar","doi":"10.3926/jotse.2507","DOIUrl":"https://doi.org/10.3926/jotse.2507","url":null,"abstract":"Since the 1980s, the growing consumption of media by various segments of the population has been of concern to education experts, who have warned of the need for teacher training to integrate Media and Information Literacy (MIL) in their curricula. In this article we analyse the curricular plans and teaching guides for subjects related to MIL in Early Childhood Education and Primary Education degrees in Andalusia. Through these documents, we seek to identify the presence of AMI in initial teacher training, its characteristics, potential and limits, as well as the emerging methodologies arising from the relationship between technology and education. In methodological terms, we conducted a quantitative analysis, using simple descriptive statistics, combined with a qualitative analysis, using the principles of content analysis, according to Bardin (1991). The data indicate that training for AMI is very uneven across the universities and courses analysed. Moreover, most of the subjects related to AMI are optional and deal mainly with aspects related to the presence of technology as a support for teaching, with little presence of emerging methodologies, which leads to a marginalisation of aesthetic training and critical training of future teachers for and with the media.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"83 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482349","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}
In recent years, the profusion of methodologies available to teachers, thanks to the advancement of emerging and converging technologies, has created significant educational opportunities, but it also poses new challenges. Among these is the need to train teachers to exercise solid pedagogical judgment when implementing these approaches in the classrooms. One of the difficulties in making these critical judgments is the introduction of commercial terms into academic discourses, which hinder the thinking and assessment of these advancements from an educational standpoint. Therefore, the objective of this research is to reclaim the educational meaning of certain concepts necessary to contemplate these emerging technical and pedagogical methods in the realm of higher education in the face of the reconfigurations these terms have undergone due to the influence of economic ideas introduced by supranational organizations into the collective educational imagination. With this goal in mind, three documents from the Organisation for Economic Co-operation and Development under the "Horizon 2030" program are first analyzed to identify ideas and concepts that have been integrated into academic discourses. Subsequently, from a hermeneutic-interpretative perspective, the meaning of these terms is revisited from the university philosophy and pedagogy standpoint. The results of this research enable an understanding of the authentic educational significance of words like new, valuable, critical, democratization, active, autonomy, or study, among others, which are essential to approach emerging methodological advances and technological approaches from an educational perspective, detached from economic considerations.
{"title":"Language as a hermeneutic approach to emerging methodologies and technologies in higher education","authors":"María José Ibáñez Ayuso, María Helena Damiao","doi":"10.3926/jotse.2529","DOIUrl":"https://doi.org/10.3926/jotse.2529","url":null,"abstract":"In recent years, the profusion of methodologies available to teachers, thanks to the advancement of emerging and converging technologies, has created significant educational opportunities, but it also poses new challenges. Among these is the need to train teachers to exercise solid pedagogical judgment when implementing these approaches in the classrooms. One of the difficulties in making these critical judgments is the introduction of commercial terms into academic discourses, which hinder the thinking and assessment of these advancements from an educational standpoint. Therefore, the objective of this research is to reclaim the educational meaning of certain concepts necessary to contemplate these emerging technical and pedagogical methods in the realm of higher education in the face of the reconfigurations these terms have undergone due to the influence of economic ideas introduced by supranational organizations into the collective educational imagination. With this goal in mind, three documents from the Organisation for Economic Co-operation and Development under the \"Horizon 2030\" program are first analyzed to identify ideas and concepts that have been integrated into academic discourses. Subsequently, from a hermeneutic-interpretative perspective, the meaning of these terms is revisited from the university philosophy and pedagogy standpoint. The results of this research enable an understanding of the authentic educational significance of words like new, valuable, critical, democratization, active, autonomy, or study, among others, which are essential to approach emerging methodological advances and technological approaches from an educational perspective, detached from economic considerations.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"155 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481899","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}
Akhmad Habibi, M. Mailizar, Lalu Nurul Yaqin, Turki Mesfer Alqahtani, M. Abrar, Budianto Hamuddin, Failasofah Failasofah
This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.
本研究探讨了影响印度尼西亚人使用 YouTube 提高英语口语技能的意向和实际使用情况的因素。为了达到研究目的，我们扩展了技术接受模型（TAM）理论；两个外部因素--主观规范和感知到的乐趣--来支持 TAM 变量（感知到的易用性、感知到的有用性、态度、使用意向和实际使用）。数据是通过对印尼三所大学的印尼职前英语教师的 526 份可测量回复进行调查收集的。数据通过偏最小二乘法结构方程模型（PLS-SEM）、测量和结构模型进行分析。研究结果表明，所有假设的关系都得到了接受和证实。使用意向与实际使用之间的关系最强。同时，主观规范与感知易用性之间的相关性最弱。这项研究有助于为未来的研究人员、语言教育工作者和所有相关方提供建议。
{"title":"Unlocking English proficiency: Youtube's impact on speaking skills among indonesian university students","authors":"Akhmad Habibi, M. Mailizar, Lalu Nurul Yaqin, Turki Mesfer Alqahtani, M. Abrar, Budianto Hamuddin, Failasofah Failasofah","doi":"10.3926/jotse.2485","DOIUrl":"https://doi.org/10.3926/jotse.2485","url":null,"abstract":"This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"220 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484276","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}
Lia Machado Fiuza Fialho, Vanusa Nascimento Sabino Neves, Karla Angélica Silva do Nascimento
The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.
{"title":"Microcreativity with chat generative pre-trained transformer: Learnings in virtual space","authors":"Lia Machado Fiuza Fialho, Vanusa Nascimento Sabino Neves, Karla Angélica Silva do Nascimento","doi":"10.3926/jotse.2338","DOIUrl":"https://doi.org/10.3926/jotse.2338","url":null,"abstract":"The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"175 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482053","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}
Oscar-Yecid Aparicio-Gómez, O. Ostos-Ortiz, Constanza Abadía-García
In today's educational environment, the convergence of emerging technologies and active methodologies has become a fundamental driver of change in university education. Emerging technologies, such as artificial intelligence, virtual reality, machine learning, and data analytics, are redefining the dynamics of higher education. Active methodologies, such as problem-based learning, collaborative learning, and flipped learning, center the pedagogical focus on the student, encouraging active participation and problem-solving. The combination of emerging technologies and active methodologies creates a powerful synergy, enabling the effective implementation of personalized and immersive learning experiences. This convergence not only enhances learning, but also prepares students to be autonomous learners, critical thinkers, and 21st century problem solvers.
{"title":"Convergence between emerging technologies and active methodologies in the university","authors":"Oscar-Yecid Aparicio-Gómez, O. Ostos-Ortiz, Constanza Abadía-García","doi":"10.3926/jotse.2508","DOIUrl":"https://doi.org/10.3926/jotse.2508","url":null,"abstract":"In today's educational environment, the convergence of emerging technologies and active methodologies has become a fundamental driver of change in university education. Emerging technologies, such as artificial intelligence, virtual reality, machine learning, and data analytics, are redefining the dynamics of higher education. Active methodologies, such as problem-based learning, collaborative learning, and flipped learning, center the pedagogical focus on the student, encouraging active participation and problem-solving. The combination of emerging technologies and active methodologies creates a powerful synergy, enabling the effective implementation of personalized and immersive learning experiences. This convergence not only enhances learning, but also prepares students to be autonomous learners, critical thinkers, and 21st century problem solvers. ","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"373 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479863","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}
Hugo Heredia Ponce, Manuel Francisco Romero Oliva, Ester Trigo Ibáñez
The use of smart mobile devices and the integration of social networks into the educational setting is a reality that has been widely studied by the research community. Their integration into the educational environment has increased following the declaration of the COVID-19 pandemic. In light of the need to explore the conceptions of future educators regarding the integration of these technologies in the classroom after having experienced a health crisis, this study aims to describe the basic components of the conceptions of teacher trainees with regard to the usefulness of smartphones and social media in language teaching in the master’s degree in teaching. During the 2022-2023 academic year, a total of 139 registered students in the Spanish language and literature and foreign languages specialties as part of the master’s degree in teaching in the Andalusian Unified District (Distrito Único Andaluz, DUA) participated in this study. The respondents completed the Usefulness of the Social Media and Smartphones for Educational Action questionnaire (known as the CURSAE, according to its Spanish initials). The results show a trend toward positively viewing the use of smartphones and the social media in the classroom and as an element to establish communication with the various educational agents. The gender variable showed no statistically significant differences, as opposed to age and the specialization studied, which did reveal such differences. The use of these technologies was more widely accepted by younger students and those specializing in Spanish language and literature. These results are extremely useful for improving the initial training of secondary education and baccalaureate teachers.
{"title":"Towards digital competence from the conception of students in language instruction: A study within the master's degree in teaching in Andalusia","authors":"Hugo Heredia Ponce, Manuel Francisco Romero Oliva, Ester Trigo Ibáñez","doi":"10.3926/jotse.2375","DOIUrl":"https://doi.org/10.3926/jotse.2375","url":null,"abstract":"The use of smart mobile devices and the integration of social networks into the educational setting is a reality that has been widely studied by the research community. Their integration into the educational environment has increased following the declaration of the COVID-19 pandemic. In light of the need to explore the conceptions of future educators regarding the integration of these technologies in the classroom after having experienced a health crisis, this study aims to describe the basic components of the conceptions of teacher trainees with regard to the usefulness of smartphones and social media in language teaching in the master’s degree in teaching. During the 2022-2023 academic year, a total of 139 registered students in the Spanish language and literature and foreign languages specialties as part of the master’s degree in teaching in the Andalusian Unified District (Distrito Único Andaluz, DUA) participated in this study. The respondents completed the Usefulness of the Social Media and Smartphones for Educational Action questionnaire (known as the CURSAE, according to its Spanish initials). The results show a trend toward positively viewing the use of smartphones and the social media in the classroom and as an element to establish communication with the various educational agents. The gender variable showed no statistically significant differences, as opposed to age and the specialization studied, which did reveal such differences. The use of these technologies was more widely accepted by younger students and those specializing in Spanish language and literature. These results are extremely useful for improving the initial training of secondary education and baccalaureate teachers.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"183 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485360","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}
Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers’ perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants’ ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process.
{"title":"Pre-service primary teachers' perceptions of gamification as a methodology","authors":"Ernesto Colomo Magaña, Alejandro Colomo Magaña, Andrea Cívico Ariza, Lauren Basgall","doi":"10.3926/jotse.2204","DOIUrl":"https://doi.org/10.3926/jotse.2204","url":null,"abstract":"Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers’ perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants’ ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"61 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482561","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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