J. Navarro-Pérez, Manuel Tarín-Cayuela, Annemaree Carroll, Sergio Capella
When we talk about involvement and affectivity, we also talk about characteristics that are, a priori, intrinsic to the professional practice of social workers and social educators. These particularities are not integrated in the VERIFICA of university degrees, but they provide inputs to the professional performance of them. The use of these invisible competences that make up the curricula of the study plans are, however, visible in reality, as they help in the construction of the educational relationship with people at risk. The aim of this paper is to expose the theoretical and methodological origins that build both strategies and their implementation in daily professional practice with children, adolescents and young people at risk. The results deepen in a holistic theoretical understanding, which is determined by the helping relationship and the deepening in epistemological bases connected with Christian movements and community pedagogies of a preven- tive, participative, educational and communicative nature. The methodology also has an important impact, since the existence of isolated actions does not achieve the planned action objectives. Thus, the connection between theory and methodology constitutes a range of proposals and experiences to deepen itineraries, spaces where to implement competences and learning outcomes that guide through involvement and affectivity.
{"title":"Implicación y afectividad en el ejercicio profesional del Trabajo Social y la Educación Social","authors":"J. Navarro-Pérez, Manuel Tarín-Cayuela, Annemaree Carroll, Sergio Capella","doi":"10.7203/realia.31.27097","DOIUrl":"https://doi.org/10.7203/realia.31.27097","url":null,"abstract":"When we talk about involvement and affectivity, we also talk about characteristics that are, a priori, intrinsic to the professional practice of social workers and social educators. These particularities are not integrated in the VERIFICA of university degrees, but they provide inputs to the professional performance of them. The use of these invisible competences that make up the curricula of the study plans are, however, visible in reality, as they help in the construction of the educational relationship with people at risk. The aim of this paper is to expose the theoretical and methodological origins that build both strategies and their implementation in daily professional practice with children, adolescents and young people at risk. The results deepen in a holistic theoretical understanding, which is determined by the helping relationship and the deepening in epistemological bases connected with Christian movements and community pedagogies of a preven- tive, participative, educational and communicative nature. The methodology also has an important impact, since the existence of isolated actions does not achieve the planned action objectives. Thus, the connection between theory and methodology constitutes a range of proposals and experiences to deepen itineraries, spaces where to implement competences and learning outcomes that guide through involvement and affectivity.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46149627","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}
Implementing the Enhanced Basic Education Act (GOVPH, 2013), has significantly transitioned the Philippine Education System. While research in Physical Education has explored the early impact of this educational reform since its enactment in 2013, there is a noticeable absence of studies focusing on teachers’ favorable experiences in teaching the Sports Track Program in Se- nior High School. To address this research gap, a Qualitative Phenomenology Research Design was employed to investigate and elicit the favorable stories and experiences of teachers engaged in this program. Participants from selected schools in the Cotabato Province (Philippines), participated in focus groups, in-depth interviews, and extensive field observations, ensuring data triangulation. Five significant issues emerged from the participants’ narratives through this rigorous approach. These issues encompass participative and kinesthetically intelligent learners, alignment between Sports Track competencies and teachers’ college-acquired knowledge, promoting interactive teaching and learning practices, incorporating practical and hands-on activities within the curriculum, and facilitating more straightforward curriculum implementation. The findings of this study contribute to the development of conclusions and implications for enhancing the performance of the Sports Track Program within the Philippine Senior High School Curriculum. By understanding the favorable experiences of teachers, this research serves as a valuable resource to inform policy improvements and pedagogical practices that can further optimize the Sports Track Program’s effectiveness and overall educational outcomes.
{"title":"Exploring the Positive Experiences of Senior High School Teachers in Teaching the Sports Track during the K-12 Transition Years in Southern Philippines","authors":"S. A. Poblador, Ruben Jr Lagunero-Tagare","doi":"10.7203/realia.31.25888","DOIUrl":"https://doi.org/10.7203/realia.31.25888","url":null,"abstract":"Implementing the Enhanced Basic Education Act (GOVPH, 2013), has significantly transitioned the Philippine Education System. While research in Physical Education has explored the early impact of this educational reform since its enactment in 2013, there is a noticeable absence of studies focusing on teachers’ favorable experiences in teaching the Sports Track Program in Se- nior High School. To address this research gap, a Qualitative Phenomenology Research Design was employed to investigate and elicit the favorable stories and experiences of teachers engaged in this program. Participants from selected schools in the Cotabato Province (Philippines), participated in focus groups, in-depth interviews, and extensive field observations, ensuring data triangulation. Five significant issues emerged from the participants’ narratives through this rigorous approach. These issues encompass participative and kinesthetically intelligent learners, alignment between Sports Track competencies and teachers’ college-acquired knowledge, promoting interactive teaching and learning practices, incorporating practical and hands-on activities within the curriculum, and facilitating more straightforward curriculum implementation. The findings of this study contribute to the development of conclusions and implications for enhancing the performance of the Sports Track Program within the Philippine Senior High School Curriculum. By understanding the favorable experiences of teachers, this research serves as a valuable resource to inform policy improvements and pedagogical practices that can further optimize the Sports Track Program’s effectiveness and overall educational outcomes.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45572392","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}
Olasunkanmi A. Gbeleyi, Oguntade Paul Olusegun, A. Tetteh
This study aims to determine the effectiveness of the Culturo-Techno-Contextual Ap- proach (CTCA) on students’ achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai’s Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.
{"title":"Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method","authors":"Olasunkanmi A. Gbeleyi, Oguntade Paul Olusegun, A. Tetteh","doi":"10.7203/realia.31.25192","DOIUrl":"https://doi.org/10.7203/realia.31.25192","url":null,"abstract":"This study aims to determine the effectiveness of the Culturo-Techno-Contextual Ap- proach (CTCA) on students’ achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai’s Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925460","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}
With the approval of Law 4/ 2018 which regulates and promotes multilingualism in the Valencian education system, all schools and highschools, from kindergarten to Baccalaureate, Vocational Training and Adult Training, have elaborated a School Language Projects (SLP, in Spanish PLC), after an in-depth analysis of the specific sociolinguistic situation of each school and geographic context. Taking into account the diverse linguistic nature of the Valencian territory, 10 kindergarten and primary schools located in different geographical areas of Castellón, Valencia and Alacant have been selected, with special attention to the rural/urban duality and the presence of non-curricular languages as familiar languages. The main objective is to analyze the distribution by vehicular languages that has been made of the academic curriculum as well as to delve into the methodological approach adopted in the treatment of the different curricular languages. Specifically, the focus of this article is on determining whether the PLCs analyzed follow the Inte- grated Language Treatment (ILT), which implies addressing languages in an integrated manner and not as independent compartments (Guasch, 2010; Pascual-Granell, 2006), and the Integrated Treatment of Language and Contents (TILC in Spanish) or, where appropriate, the Integrated Learning of Contents and Foreign Languages (CLIL). Based on the analysis of the subjects taught in English and the subjects taught in the co-official language, Valencian, as a minority language in a situation of asymmetric bilingualism, the parallels and methodological differences in the approach will be established. to the didactics of two languages, with an additional character depending on the sociolinguistic contexts.
{"title":"El tratamiento de las lenguas adicionales en el Proyecto Lingüístico de Centro: TILC y AICLE a revisión en el contexto valenciano","authors":"Margarida Castellano-Sanz, Alícia Martí-Climent","doi":"10.7203/realia.31.27086","DOIUrl":"https://doi.org/10.7203/realia.31.27086","url":null,"abstract":"With the approval of Law 4/ 2018 which regulates and promotes multilingualism in the Valencian education system, all schools and highschools, from kindergarten to Baccalaureate, Vocational Training and Adult Training, have elaborated a School Language Projects (SLP, in Spanish PLC), after an in-depth analysis of the specific sociolinguistic situation of each school and geographic context. Taking into account the diverse linguistic nature of the Valencian territory, 10 kindergarten and primary schools located in different geographical areas of Castellón, Valencia and Alacant have been selected, with special attention to the rural/urban duality and the presence of non-curricular languages as familiar languages. The main objective is to analyze the distribution by vehicular languages that has been made of the academic curriculum as well as to delve into the methodological approach adopted in the treatment of the different curricular languages. Specifically, the focus of this article is on determining whether the PLCs analyzed follow the Inte- grated Language Treatment (ILT), which implies addressing languages in an integrated manner and not as independent compartments (Guasch, 2010; Pascual-Granell, 2006), and the Integrated Treatment of Language and Contents (TILC in Spanish) or, where appropriate, the Integrated Learning of Contents and Foreign Languages (CLIL). Based on the analysis of the subjects taught in English and the subjects taught in the co-official language, Valencian, as a minority language in a situation of asymmetric bilingualism, the parallels and methodological differences in the approach will be established. to the didactics of two languages, with an additional character depending on the sociolinguistic contexts.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43050558","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}
Rosabel Martinez-Roig, Aurora Domínguez Santos, Fabrizio Manuel Sirignano
Technoference encompasses the intrusions and disruptions that occur in the daily lives of people who make excessive use of technological devices, especially mobile phones. This problem is particularly serious in the interaction between fathers and mothers and their respective sons and daughters, an aspect that affects the educational process that takes place in the family environment. The aim of this study is to find out how parents perceive the use of technology, especially in terms of their children’s habits regarding their own technoference during their childhood. The participants in this research were 74 parents with children in pre-school. The instrument used was an ad hoc questionnaire with 25 Likert-type questions. The results show that parents are aware of the misuse of digital technology at home and, on the other hand, they consider it necessary for the school to educate and work with pupils on the responsible use of these technological devices. Adequate training is necessary, both for families and for children, in order to really use technology in a coherent way and without negatively affecting family relationships.
{"title":"La tecnoferencia en el ámbito familiar. La percepción de los padres en torno al uso del teléfono móvil y las interacciones con los hijos","authors":"Rosabel Martinez-Roig, Aurora Domínguez Santos, Fabrizio Manuel Sirignano","doi":"10.7203/realia.31.27160","DOIUrl":"https://doi.org/10.7203/realia.31.27160","url":null,"abstract":"Technoference encompasses the intrusions and disruptions that occur in the daily lives of people who make excessive use of technological devices, especially mobile phones. This problem is particularly serious in the interaction between fathers and mothers and their respective sons and daughters, an aspect that affects the educational process that takes place in the family environment. The aim of this study is to find out how parents perceive the use of technology, especially in terms of their children’s habits regarding their own technoference during their childhood. The participants in this research were 74 parents with children in pre-school. The instrument used was an ad hoc questionnaire with 25 Likert-type questions. The results show that parents are aware of the misuse of digital technology at home and, on the other hand, they consider it necessary for the school to educate and work with pupils on the responsible use of these technological devices. Adequate training is necessary, both for families and for children, in order to really use technology in a coherent way and without negatively affecting family relationships.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48305032","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}
The concept of student engagement is a contentious construct. The task of learner analytics (LA) to meaningfully measure student engagement is therefore complicated both by a lack of agreement over what is being measured and a discomfort or lack of confidence around what collated data might believably indicate. This challenge is made harder by availability, accuracy and reliability of data feeds. The aim of LA would be to collate and share early measures of engagement that can be used predictively to support learners’ experience and outcomes. However, most HEI LA are descriptive and therefore of limited utility. Where the LA available are descriptive, this paper explores how credible such LA might be when used at course level. This study supports an analysis of comprehensive data gathered within and beyond LA for a level 4 cohort in one programme across the 2019-20 academic year. It also draws on data relating to study completion, with the benefit of hindsight giving further insights to the utility of LA data available earlier in students’ journeys. Given the actual outcomes for these 2019 starters, the study cohort’s understanding of ‘engagement’ is then applied to support insights to their own measurable indicators of interaction and actions that might best enable constructive engagement. Meaningful correlations were noted between use of E-resources and student outcomes and the most significant indicators of risk were found to be extensions, fails and non-submissions for assignments in the first semester of level 4 and average grades <39% by the end of level 4. Study recommendations include supporting better and more confident access to literature content and targeting timely interventions at students flagged by the most significant indicators of risk.
{"title":"Learner analytics: Hindsight evaluation at course-level","authors":"Rachel Cliodhna Bassett-Dubsky","doi":"10.7203/realia.30.25526","DOIUrl":"https://doi.org/10.7203/realia.30.25526","url":null,"abstract":"The concept of student engagement is a contentious construct. The task of learner analytics (LA) to meaningfully measure student engagement is therefore complicated both by a lack of agreement over what is being measured and a discomfort or lack of confidence around what collated data might believably indicate. This challenge is made harder by availability, accuracy and reliability of data feeds. The aim of LA would be to collate and share early measures of engagement that can be used predictively to support learners’ experience and outcomes. However, most HEI LA are descriptive and therefore of limited utility. Where the LA available are descriptive, this paper explores how credible such LA might be when used at course level. This study supports an analysis of comprehensive data gathered within and beyond LA for a level 4 cohort in one programme across the 2019-20 academic year. It also draws on data relating to study completion, with the benefit of hindsight giving further insights to the utility of LA data available earlier in students’ journeys. Given the actual outcomes for these 2019 starters, the study cohort’s understanding of ‘engagement’ is then applied to support insights to their own measurable indicators of interaction and actions that might best enable constructive engagement. Meaningful correlations were noted between use of E-resources and student outcomes and the most significant indicators of risk were found to be extensions, fails and non-submissions for assignments in the first semester of level 4 and average grades <39% by the end of level 4. Study recommendations include supporting better and more confident access to literature content and targeting timely interventions at students flagged by the most significant indicators of risk.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44711968","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}
The purpose of the study is to investigate the influence of course organization, faculty- student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin’ s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.
{"title":"Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes","authors":"Nazmi Xhomara, Leticja Gusho, Arjana Muçaj","doi":"10.7203/realia.30.21524","DOIUrl":"https://doi.org/10.7203/realia.30.21524","url":null,"abstract":"The purpose of the study is to investigate the influence of course organization, faculty- student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin’ s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48112174","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 Ponsoda López de Atalaya, J. R. Moreno-Vera, Ana Isabel Ponce-Gea
The use of ICT as a resource for the treatment of heritage manifestations in the classroom represents an advance in terms of taking advantage of the potential of heritage as an educational resource and, without doubt, in terms of greater accessibility to it. In this line, the work presented here focuses on the use of ICT to work on intangible heritage in the classroom from a didactic inno- vation within the framework of the initial training of teachers, in which a total of 54 students from the subject of Didactics of Social Sciences: History in the Degree in Primary Education of the Uni- versity of Alicante. This innovation consisted in developing a virtual museum focused on various manifestations of intangible cultural heritage, thus contributing, from the field of education, to its dissemination and promotion, as stated in Law 10/2015 for the safeguarding of Intangible Cultural Heritage (“Ley 10/2015, de 26 de mayo, para la salvaguardia del Patrimonio Cultural Inmaterial”, 2015). Therefore, from the creation of this virtual museum in the classroom, and from the propo- sals made by the students to work on this type of heritage content, the use of ICT as a tool for the development of resources and didactic proposals focused on the treatment of manifestations of Intangible Cultural Heritage in the primary education stage. In this way, the work is connected, in turn, to the training of future teachers in regard to digital teaching skills. In light of the results, it reveals a divergence between the manipulative use of digital resources and their applicability when working with them in the classroom, since the participants show advanced digital skills when de- veloping their own creations, which contrasts with the scarce presence of educational technologies in the design of specific didactic proposals.
在课堂上使用信息通信技术作为处理遗产表现形式的一种资源，在利用遗产作为一种教育资源的潜力方面是一种进步，毫无疑问，在更容易获得遗产方面也是一种进步。在这条线上，这里展示的工作侧重于利用信息通信技术在课堂上开展非物质遗产工作，这是在教师初步培训框架内的教学创新，其中共有54名来自阿利坎特大学社会科学教学:小学教育学位的历史专业的学生。这一创新包括开发一个虚拟博物馆，专注于非物质文化遗产的各种表现形式，从而从教育领域为非物质文化遗产的传播和推广做出贡献，正如第10/2015号非物质文化遗产保护法(“Ley 10/2015, de 26 de mayo, para la salvaguardia del Patrimonio cultural Inmaterial”，2015)所述。因此，从课堂上虚拟博物馆的创建，以及学生对这类遗产内容的建议来看，利用ICT作为开发资源和教学建议的工具，重点是在小学教育阶段处理非物质文化遗产的表现形式。通过这种方式，这项工作反过来又与未来教师在数字教学技能方面的培训联系起来。根据结果，它揭示了数字资源的操纵性使用和在课堂上使用它们时的适用性之间的分歧，因为参与者在开发自己的创作时表现出先进的数字技能，这与在设计具体教学建议时缺乏教育技术形成鲜明对比。
{"title":"Las TIC como recurso para trabajar el Patrimonio Cultural Inmaterial en el aula","authors":"Santiago Ponsoda López de Atalaya, J. R. Moreno-Vera, Ana Isabel Ponce-Gea","doi":"10.7203/realia.30.24993","DOIUrl":"https://doi.org/10.7203/realia.30.24993","url":null,"abstract":"The use of ICT as a resource for the treatment of heritage manifestations in the classroom represents an advance in terms of taking advantage of the potential of heritage as an educational resource and, without doubt, in terms of greater accessibility to it. In this line, the work presented here focuses on the use of ICT to work on intangible heritage in the classroom from a didactic inno- vation within the framework of the initial training of teachers, in which a total of 54 students from the subject of Didactics of Social Sciences: History in the Degree in Primary Education of the Uni- versity of Alicante. This innovation consisted in developing a virtual museum focused on various manifestations of intangible cultural heritage, thus contributing, from the field of education, to its dissemination and promotion, as stated in Law 10/2015 for the safeguarding of Intangible Cultural Heritage (“Ley 10/2015, de 26 de mayo, para la salvaguardia del Patrimonio Cultural Inmaterial”, 2015). Therefore, from the creation of this virtual museum in the classroom, and from the propo- sals made by the students to work on this type of heritage content, the use of ICT as a tool for the development of resources and didactic proposals focused on the treatment of manifestations of Intangible Cultural Heritage in the primary education stage. In this way, the work is connected, in turn, to the training of future teachers in regard to digital teaching skills. In light of the results, it reveals a divergence between the manipulative use of digital resources and their applicability when working with them in the classroom, since the participants show advanced digital skills when de- veloping their own creations, which contrasts with the scarce presence of educational technologies in the design of specific didactic proposals.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46862367","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 the teaching-learning processes that take place in the classroom, as in any human activity, aspects referring to emotions are of great importance. In this context, the focus of attention has generally been directed towards students, and not so much towards teachers. The role of teachers is determined by the methodology used, but this role is established not only for pedagogical but also for emotional reasons. In the case of active methodologies, the transformation of the teacher’s traditional role from instructional to guiding entails a certain emotional framework that influences and is influenced by all of this. Aware of this reality, the aim of this study is to gain a deeper understanding of the emotions perceived by in-service teachers when using an active methodology in the classroom. To this end, a qualitative approach has been followed, using an open questionnaire developed ad hoc as the main tool for data collection. This questionnaire was completed virtually by the participating teachers. The results reveal that the most significant emotions for teachers were the positive ones, such as enthusiasm, satisfaction and fun. In conclusion, it highlights the importance of enhancing the emotional dimension of teachers in their training, especially in relation to the performance of their role as a guide and advisor in the learning process of students.
{"title":"Las emociones percibidas por el profesorado en activo en el uso de metodologías activas en el aula","authors":"Rosabel Martinez-Roig, Marcos Jesús Iglesias-Martínez, Inés Lozano Cabezas","doi":"10.7203/realia.30.24336","DOIUrl":"https://doi.org/10.7203/realia.30.24336","url":null,"abstract":"In the teaching-learning processes that take place in the classroom, as in any human activity, aspects referring to emotions are of great importance. In this context, the focus of attention has generally been directed towards students, and not so much towards teachers. The role of teachers is determined by the methodology used, but this role is established not only for pedagogical but also for emotional reasons. In the case of active methodologies, the transformation of the teacher’s traditional role from instructional to guiding entails a certain emotional framework that influences and is influenced by all of this. Aware of this reality, the aim of this study is to gain a deeper understanding of the emotions perceived by in-service teachers when using an active methodology in the classroom. To this end, a qualitative approach has been followed, using an open questionnaire developed ad hoc as the main tool for data collection. This questionnaire was completed virtually by the participating teachers. The results reveal that the most significant emotions for teachers were the positive ones, such as enthusiasm, satisfaction and fun. In conclusion, it highlights the importance of enhancing the emotional dimension of teachers in their training, especially in relation to the performance of their role as a guide and advisor in the learning process of students.","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41792101","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}
{"title":"La brecha digital en el contexto educativo: formación y aprendizaje de la ciudadanía digital","authors":"I. Gómez-Trigueros, Cristina Yáñez de Aldecoa","doi":"10.7203/realia.30.25898","DOIUrl":"https://doi.org/10.7203/realia.30.25898","url":null,"abstract":"Editorial Special Issue 30","PeriodicalId":40166,"journal":{"name":"Research in Education and Learning Innovation Archives-REALIA","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45986263","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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