In the subject of Information and Communication Technologies of the Master's Degree in Early Childhood Education at the University of Oviedo (Spain), the 121 future teachers who studied it designed training itineraries augmented by geolocation, aimed at children in early childhood education, to favor the development of basic skills. Thus, after its realization an evaluation was carried out by means of 12 indicators grouped in three analysis dimensions: enhanced ubiquitous learning, expanded reality designed and level of innovation. The results obtained reveal that the dimension related to the expanded reality designed was developed to a greater extent, while the students had greater difficulties to promote innovation in their proposals. However, the university students has shown to have acquired a medium-high level both in the skill and handling of the technological resources of the augmented reality, and in the didactic potential of the interactive itineraries.
{"title":"Geolocalización y realidad aumentada para un aprendizaje ubicuo en la formación inicial del profesorado","authors":"L. Martínez, Esther Del Moral Pérez","doi":"10.7203/ATTIC.21.12633","DOIUrl":"https://doi.org/10.7203/ATTIC.21.12633","url":null,"abstract":"In the subject of Information and Communication Technologies of the Master's Degree in Early Childhood Education at the University of Oviedo (Spain), the 121 future teachers who studied it designed training itineraries augmented by geolocation, aimed at children in early childhood education, to favor the development of basic skills. Thus, after its realization an evaluation was carried out by means of 12 indicators grouped in three analysis dimensions: enhanced ubiquitous learning, expanded reality designed and level of innovation. The results obtained reveal that the dimension related to the expanded reality designed was developed to a greater extent, while the students had greater difficulties to promote innovation in their proposals. However, the university students has shown to have acquired a medium-high level both in the skill and handling of the technological resources of the augmented reality, and in the didactic potential of the interactive itineraries.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284639","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}
En l'actualitat ens trobem amb un alt percentatge d'us de les TIC per part dels adolescents, principalment pel que fa a la comunicacio on-line. Les amenaces, burles, suplantacio de la identitat i l'enviament de material amb contingut sexual, son algunes de les multiples formes a traves de les quals es manifesta el cyberbullying, sent l'Internet i el telefon mobil els principals mitjans utilitzats pels joves per fer-ho. L'objectiu d'aquest estudi va ser coneixer la percepcio i experiencia d'un grup de joves universitaris sobre el ciberbullying, comptant amb la participacio de 864 estudiants de sis Universitats del nord-oest d'Espanya. S'ha seguit una metodologia quantitativa de caracter no experimental de tipus enquesta, concretament es va utilitzar un mostreig no probabilistic, accidental o incidental, condicionat per la disponibilitat dels subjectes a participar en l'estudi. La majoria de l'alumnat consultat va indicar que l'assetjament a traves del mobil i d'Internet te mes efecte sobre la victima que el "bullying tradicional", indicant que mai han patit assetjament ni han exercit com assetjadors a traves d'Internet i del mobil; i tret d'un menor percentatge d'estudiants va expressar que si que ha patit assetjament a traves del mobil, pero amb poca frequencia. La majoria dels homes consultats que van indicar que pateixen assetjament a traves d'Internet els preocupa el que els altres puguin pensar sobre el que els esta succeint, en el cas de les dones consultades, la majoria van indicar que quan els assetgen se senten soles i els preocupa igualment el que els altres puguin pensar sobre el que els esta succeint. Hem d'educar i sensibilitzar la societat en general sobre el tema de l'assetjament i ciberassetjament, implementant mesures educatives per a la seva prevencio en els centres educatius des dels primers nivells.
{"title":"Perception and Experiences About Cyberbulling in University Students","authors":"Marisol Rodríguez Correa, J. López","doi":"10.7203/ATTIC.21.12926","DOIUrl":"https://doi.org/10.7203/ATTIC.21.12926","url":null,"abstract":"En l'actualitat ens trobem amb un alt percentatge d'us de les TIC per part dels adolescents, principalment pel que fa a la comunicacio on-line. Les amenaces, burles, suplantacio de la identitat i l'enviament de material amb contingut sexual, son algunes de les multiples formes a traves de les quals es manifesta el cyberbullying, sent l'Internet i el telefon mobil els principals mitjans utilitzats pels joves per fer-ho. L'objectiu d'aquest estudi va ser coneixer la percepcio i experiencia d'un grup de joves universitaris sobre el ciberbullying, comptant amb la participacio de 864 estudiants de sis Universitats del nord-oest d'Espanya. S'ha seguit una metodologia quantitativa de caracter no experimental de tipus enquesta, concretament es va utilitzar un mostreig no probabilistic, accidental o incidental, condicionat per la disponibilitat dels subjectes a participar en l'estudi. La majoria de l'alumnat consultat va indicar que l'assetjament a traves del mobil i d'Internet te mes efecte sobre la victima que el \"bullying tradicional\", indicant que mai han patit assetjament ni han exercit com assetjadors a traves d'Internet i del mobil; i tret d'un menor percentatge d'estudiants va expressar que si que ha patit assetjament a traves del mobil, pero amb poca frequencia. La majoria dels homes consultats que van indicar que pateixen assetjament a traves d'Internet els preocupa el que els altres puguin pensar sobre el que els esta succeint, en el cas de les dones consultades, la majoria van indicar que quan els assetgen se senten soles i els preocupa igualment el que els altres puguin pensar sobre el que els esta succeint. Hem d'educar i sensibilitzar la societat en general sobre el tema de l'assetjament i ciberassetjament, implementant mesures educatives per a la seva prevencio en els centres educatius des dels primers nivells.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"10-22"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43081943","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}
Ana-María Pérez-Escoda, Rosa García-Ruiz, Ignacio Aguaded
Media literacy of university teachers is a challenge of the current society, to achieve the critical education of the citizens. We present the process of design and validation of a questionnaire to know their level of media literacy. The analysis of validity and reliability of the instrument was carried out in two different stages to guarantee the consistency of the instrument: validation by Delphi method and by psychometric analysis from an international pilot simple of 260 university teachers. The result is an eight-dimensional questionnaire. The validation data and analysis by dimensions show a consistent tool for the collection of information in a changing knowledge field that needs instruments, making a valuable contribution for media literacy research.
{"title":"La competencia mediática en el profesorado universitario. Validación de un instrumento de evaluación","authors":"Ana-María Pérez-Escoda, Rosa García-Ruiz, Ignacio Aguaded","doi":"10.7203/ATTIC.21.12550","DOIUrl":"https://doi.org/10.7203/ATTIC.21.12550","url":null,"abstract":"Media literacy of university teachers is a challenge of the current society, to achieve the critical education of the citizens. We present the process of design and validation of a questionnaire to know their level of media literacy. The analysis of validity and reliability of the instrument was carried out in two different stages to guarantee the consistency of the instrument: validation by Delphi method and by psychometric analysis from an international pilot simple of 260 university teachers. The result is an eight-dimensional questionnaire. The validation data and analysis by dimensions show a consistent tool for the collection of information in a changing knowledge field that needs instruments, making a valuable contribution for media literacy research.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82212990","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}
This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.
{"title":"Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education","authors":"A. Pérez, Victoria I. Marín, G. Tur","doi":"10.7203/ATTIC.21.12134","DOIUrl":"https://doi.org/10.7203/ATTIC.21.12134","url":null,"abstract":"This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75371496","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}
L’experiencia que presentem en aquest article respon a la dificultat manifestada per l’alumnat de l’assignatura Intervencio en els Trastorns d’Aprenentatge, de la Comunicacio i del Llenguatge i de la Conducta en el Grau d’Educacio Infantil de la Universitat Internacional de Valencia per a l’aplicacio dels coneixement teorics a la practica. Per a que l’alumnat millore la competencia en el coneixer, fer i ser i aplique els coneixements adquirits sobre els trastorns s’ha dissenyada una proposta amb dos objectius: 1: afiancar els aprenentatges conceptuals sobre les caracteristiques que composen els trastorns, i 2: aplicar els coneixements sobre un cas practic en un context d’aprenentatge gamificat, a traves d’una narrativa i uns reptes que han de superar. Els resultats s’han analitzat per mitja d’un questionari entregat als estudiants per a que reflexionen sobre el proces d’ aprenentatge gamificat i mitjancant una rubrica d’avaluacio per a mesurar el grau d’adquisicio competencial. La conclusio es que la gamificacio es un element profitos per a l’adquisicio de les competencies en l’assignatura i, a la vegada, un element motivador per a l’alumnat.
{"title":"Gamification In Clinical Linguistics Teaching: Clue Design for Language Disorders","authors":"Verónica Moreno Campos, M. García","doi":"10.7203/attic.21.13365","DOIUrl":"https://doi.org/10.7203/attic.21.13365","url":null,"abstract":"L’experiencia que presentem en aquest article respon a la dificultat manifestada per l’alumnat de l’assignatura Intervencio en els Trastorns d’Aprenentatge, de la Comunicacio i del Llenguatge i de la Conducta en el Grau d’Educacio Infantil de la Universitat Internacional de Valencia per a l’aplicacio dels coneixement teorics a la practica. Per a que l’alumnat millore la competencia en el coneixer, fer i ser i aplique els coneixements adquirits sobre els trastorns s’ha dissenyada una proposta amb dos objectius: 1: afiancar els aprenentatges conceptuals sobre les caracteristiques que composen els trastorns, i 2: aplicar els coneixements sobre un cas practic en un context d’aprenentatge gamificat, a traves d’una narrativa i uns reptes que han de superar. Els resultats s’han analitzat per mitja d’un questionari entregat als estudiants per a que reflexionen sobre el proces d’ aprenentatge gamificat i mitjancant una rubrica d’avaluacio per a mesurar el grau d’adquisicio competencial. La conclusio es que la gamificacio es un element profitos per a l’adquisicio de les competencies en l’assignatura i, a la vegada, un element motivador per a l’alumnat.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"49-56"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41653101","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}
O. M. García-Berlanga, Carles X. Simó Noguera, Ferran Suay i Lerma
Se presenta una experiencia piloto realizada durante la primavera de 2018 en el Jardi Botanic de la Universitat de Valencia. La experiencia reunio a 24 estudiantes de las titulaciones de Sociologia, Educacion Primaria y Psicologia de la misma universidad (6 estudiantes de cada titulacion), mas 6 estudiantes de diferentes titulaciones academicas, incluyendo master y doctorado. El objetivo principal del estudio piloto es analizar la percepcion y la efectividad de un seminario de debate academico llevado a cabo al aire libre, y con la participacion de alumnos de diferentes ambitos academicos. Se organizo en tres sesiones de tres horas cada una, con una distribucion preestablecida de roles entre moderadores y participantes. Tambien se establecieron normas claras de funcionamiento. El debate se estructuro en varias partes, y tanto la duracion de las sesiones como el tiempo asignado a cada intervencion habian sido determinadas con antelacion. El foco se centro en promover la confianza y el respeto mutuo entre participantes, y se estimulo a los participantes que adoptaran y mantuvieran diferentes posiciones y argumentos dialecticos. Al final, los estudiantes evaluaron la experiencia y tuvieron la oportunidad de explicar hasta que punto les habia resultado fructifera, en un ensayo individual, en el que destacaron especialmente dos aspectos positivos: el entorno exterior y la posibilidad de interactuar con estudiantes de otras carreras.
{"title":"Outdoor academic debate as a tool to stimulate critical thinking and scientific orientation: a pilot experience","authors":"O. M. García-Berlanga, Carles X. Simó Noguera, Ferran Suay i Lerma","doi":"10.7203/ATTIC.21.13495","DOIUrl":"https://doi.org/10.7203/ATTIC.21.13495","url":null,"abstract":"Se presenta una experiencia piloto realizada durante la primavera de 2018 en el Jardi Botanic de la Universitat de Valencia. La experiencia reunio a 24 estudiantes de las titulaciones de Sociologia, Educacion Primaria y Psicologia de la misma universidad (6 estudiantes de cada titulacion), mas 6 estudiantes de diferentes titulaciones academicas, incluyendo master y doctorado. El objetivo principal del estudio piloto es analizar la percepcion y la efectividad de un seminario de debate academico llevado a cabo al aire libre, y con la participacion de alumnos de diferentes ambitos academicos. Se organizo en tres sesiones de tres horas cada una, con una distribucion preestablecida de roles entre moderadores y participantes. Tambien se establecieron normas claras de funcionamiento. El debate se estructuro en varias partes, y tanto la duracion de las sesiones como el tiempo asignado a cada intervencion habian sido determinadas con antelacion. El foco se centro en promover la confianza y el respeto mutuo entre participantes, y se estimulo a los participantes que adoptaran y mantuvieran diferentes posiciones y argumentos dialecticos. Al final, los estudiantes evaluaron la experiencia y tuvieron la oportunidad de explicar hasta que punto les habia resultado fructifera, en un ensayo individual, en el que destacaron especialmente dos aspectos positivos: el entorno exterior y la posibilidad de interactuar con estudiantes de otras carreras.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"67-74"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45821846","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}
M. Gallarza, Teresa Fayos Gardó, María Fontana Vinat, Belén Derqui Zaragozá
El estudiante universitario juega hoy un papel activo no solo como cliente, sino como co-creador de valor. Con una tecnica de investigacion cualitativa como la autorreflexion personal, se puede lograr su participacion y co-creacion mediante una introspeccion subjetiva. Este trabajo explora el valor percibido de la experiencia universitaria a traves de 30 introspecciones reflexivas de estudiantes de Masteres internacionales con el apoyo de un CAQDAS. Los resultados, explicados en relacion con los beneficios y costes, y con las dimensiones de valor percibido de la experiencia (funcional, emocional y social), muestran la utilidad de la introspeccion para la comprension de la experiencia universitaria intercultural y multidimensional.
{"title":"Students’ Reflective Statements about his experience in International Master programs","authors":"M. Gallarza, Teresa Fayos Gardó, María Fontana Vinat, Belén Derqui Zaragozá","doi":"10.7203/ATTIC.21.13299","DOIUrl":"https://doi.org/10.7203/ATTIC.21.13299","url":null,"abstract":"El estudiante universitario juega hoy un papel activo no solo como cliente, sino como co-creador de valor. Con una tecnica de investigacion cualitativa como la autorreflexion personal, se puede lograr su participacion y co-creacion mediante una introspeccion subjetiva. Este trabajo explora el valor percibido de la experiencia universitaria a traves de 30 introspecciones reflexivas de estudiantes de Masteres internacionales con el apoyo de un CAQDAS. Los resultados, explicados en relacion con los beneficios y costes, y con las dimensiones de valor percibido de la experiencia (funcional, emocional y social), muestran la utilidad de la introspeccion para la comprension de la experiencia universitaria intercultural y multidimensional.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"57-66"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42332058","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}
Aquest treball analitza els perfils en Twitter d'importants partits politics que concorrien a les eleccions generals espanyoles del 26 de juny en 2016. L'exportacio de dades pren els ultims 3200 tuits de cada compte. Els objectius de l'estudi persegueixen, inicialment, revisar l'estructura discursiva dels tuits publicats pels comptes dels partits (PP, PSOE, Ciutadans, Podemos i IU) en unes eleccions es en les quals es consolidava l'us politic espanyol d'aqueixa xarxa social. Per una altra, pretenen determinar quin es l'us qualitatiu que aquests perfils li donen al terme educacio, un concepte de gran rellevancia en unes eleccions generals en les quals es vinculava a la necessitat d'innovacio, a les regulars protestes contra la LOMCE i al rebuig continu front a llarg temps de retallades economiques. S'aplica l'analisi critica del discurs (ACD) sobre una mostra de 20 tuits de els 339 que utilitzen de manera destacada aquest terme, per a determinar els significats discursius que subjauen. Els principals resultats indiquen una utilitzacio del terme educacio mes lligada al personalisme dels liders i a uns interessos electorals determinats que no a un us social o a la difusio dels plans politics sobre materia educativa, emergint, a mes, determinades intencions ideologiques que no resultaven evidents en la lectura superficial d'aquests missatges.
{"title":"Political profiles on Twitter: the electoral use of the word education","authors":"Joan Manuel Oleaque Moreno","doi":"10.7203/ATTIC.21.13429","DOIUrl":"https://doi.org/10.7203/ATTIC.21.13429","url":null,"abstract":"Aquest treball analitza els perfils en Twitter d'importants partits politics que concorrien a les eleccions generals espanyoles del 26 de juny en 2016. L'exportacio de dades pren els ultims 3200 tuits de cada compte. Els objectius de l'estudi persegueixen, inicialment, revisar l'estructura discursiva dels tuits publicats pels comptes dels partits (PP, PSOE, Ciutadans, Podemos i IU) en unes eleccions es en les quals es consolidava l'us politic espanyol d'aqueixa xarxa social. Per una altra, pretenen determinar quin es l'us qualitatiu que aquests perfils li donen al terme educacio, un concepte de gran rellevancia en unes eleccions generals en les quals es vinculava a la necessitat d'innovacio, a les regulars protestes contra la LOMCE i al rebuig continu front a llarg temps de retallades economiques. S'aplica l'analisi critica del discurs (ACD) sobre una mostra de 20 tuits de els 339 que utilitzen de manera destacada aquest terme, per a determinar els significats discursius que subjauen. Els principals resultats indiquen una utilitzacio del terme educacio mes lligada al personalisme dels liders i a uns interessos electorals determinats que no a un us social o a la difusio dels plans politics sobre materia educativa, emergint, a mes, determinades intencions ideologiques que no resultaven evidents en la lectura superficial d'aquests missatges.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"23-30"},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43223307","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 increasing incorporation of new technologies in the education system demands a deep revision in the management processes of the training centers, improving their presence in social networks. The qualitative research presented in this article presents a case study carried out at the Training Center of Teachers and Educational Innovation of Avila (Spain) and pursues two objectives: the first consists in value the usefulness of different strategies to boost and disseminate the training courses through Twitter, while the second seeks to analyze the impact that such dissemination has been on the participation of teachers. The results show that the innovations introduced in the dynamization have aroused the interest of the teachers, increasing the interactions made in the social network and producing a remarkable rise of their participation in the courses.
{"title":"Twitter como instrumento para fomentar la participación del profesorado en los cursos formativos","authors":"Elena Berrón Ruiz, María Victoria Régil López","doi":"10.7203/attic.20.10646","DOIUrl":"https://doi.org/10.7203/attic.20.10646","url":null,"abstract":"The increasing incorporation of new technologies in the education system demands a deep revision in the management processes of the training centers, improving their presence in social networks. The qualitative research presented in this article presents a case study carried out at the Training Center of Teachers and Educational Innovation of Avila (Spain) and pursues two objectives: the first consists in value the usefulness of different strategies to boost and disseminate the training courses through Twitter, while the second seeks to analyze the impact that such dissemination has been on the participation of teachers. The results show that the innovations introduced in the dynamization have aroused the interest of the teachers, increasing the interactions made in the social network and producing a remarkable rise of their participation in the courses.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284427","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}
D. Marín- Suelves, Montse Castro Rodríguez, Pablo Joel Santana Bonilla
{"title":"Editorial: Investigación e innovación sobre la Educación Digit@l","authors":"D. Marín- Suelves, Montse Castro Rodríguez, Pablo Joel Santana Bonilla","doi":"10.7203/attic.20.12559","DOIUrl":"https://doi.org/10.7203/attic.20.12559","url":null,"abstract":"","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284586","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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