Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.93-113
J. Peirats Chacón, Patricia Digón Regueiro, Ángel San Martín Alonso
En el marco de una investigación en curso se presentan y analizan en este texto las visiones y valoraciones que una muestra de familias de tres comunidades autónomas distintas, Canarias, Galicia y Valencia, expresan respecto a la disponibilidad, uso, percepciones y mediaciones que hacen de los materiales y recursos digitales. Dispositivos, plataformas y aplicaciones que manejan en sus hogares, en algunos casos, como apoyo al proceso de enseñanza y aprendizaje que se realiza en el sistema escolar con el alumnado de segundo ciclo de Educación Infantil. Las visiones y valoraciones de estas familias fueron recogidas en entrevistas grupales llevadas a cabo durante el período de la pandemia y en el marco de un proyecto con opción metodológica mixta. Las evidencias extraídas del trabajo de campo y buena parte de la literatura especializada, nos sugieren que, aunque disponen de recursos digitales más que suficientes, y sus hijas e hijos se muestran hábiles y motivados, su posición ante los riesgos y beneficios del proceso de digitalización es poco estable, contradictoria, insegura, foco de conflictos familiares permanentes y con una alta necesidad de formación. Aspectos que en su conjunto perjudican notablemente el apoyo escolar que en el hogar las familias les prestan a sus hijas e hijos, en particular de la etapa de infantil.
{"title":"Dilemas y preocupaciones de las familias sobre el uso de recursos educativos digitales en la etapa de la Educación Infantil","authors":"J. Peirats Chacón, Patricia Digón Regueiro, Ángel San Martín Alonso","doi":"10.1344/der.2022.41.93-113","DOIUrl":"https://doi.org/10.1344/der.2022.41.93-113","url":null,"abstract":"En el marco de una investigación en curso se presentan y analizan en este texto las visiones y valoraciones que una muestra de familias de tres comunidades autónomas distintas, Canarias, Galicia y Valencia, expresan respecto a la disponibilidad, uso, percepciones y mediaciones que hacen de los materiales y recursos digitales. Dispositivos, plataformas y aplicaciones que manejan en sus hogares, en algunos casos, como apoyo al proceso de enseñanza y aprendizaje que se realiza en el sistema escolar con el alumnado de segundo ciclo de Educación Infantil. Las visiones y valoraciones de estas familias fueron recogidas en entrevistas grupales llevadas a cabo durante el período de la pandemia y en el marco de un proyecto con opción metodológica mixta. Las evidencias extraídas del trabajo de campo y buena parte de la literatura especializada, nos sugieren que, aunque disponen de recursos digitales más que suficientes, y sus hijas e hijos se muestran hábiles y motivados, su posición ante los riesgos y beneficios del proceso de digitalización es poco estable, contradictoria, insegura, foco de conflictos familiares permanentes y con una alta necesidad de formación. Aspectos que en su conjunto perjudican notablemente el apoyo escolar que en el hogar las familias les prestan a sus hijas e hijos, en particular de la etapa de infantil.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.224-248
Heena Choudhary, Nidhi Bansal
Digital literacy training programs (DLTPs) are influential in developing digital skills to help build a more inclusive and participatory ecosystem. This study presents a review of 86 studies related to DLTPs for marginalised populations in developed and developing countries. It aims to understand (a) the profile of DLTPs, (b) the digital competences incorporated in the training curriculum and (c) tangible outcomes of Internet use post-training. The review indicated that developed countries focus more upon developing digital literacy in elderly populations. In contrast, the focus still lies in developing digital literacy among people with low skills and education levels in developing countries. The training curriculums focus mainly on developing information-seeking and communication competencies, besides the basic operations of digital devices. Most of the studies reported an increase in the personal-level outcomes around health, leisure and self-actualisation achieved post-training. This study can help policymakers, practitioners, and educational researchers improve the scope and quality of educational programs and contribute to people's digital empowerment and well-being.
{"title":"Addressing Digital Divide through Digital Literacy Training Programs: A Systematic Literature Review","authors":"Heena Choudhary, Nidhi Bansal","doi":"10.1344/der.2022.41.224-248","DOIUrl":"https://doi.org/10.1344/der.2022.41.224-248","url":null,"abstract":"Digital literacy training programs (DLTPs) are influential in developing digital skills to help build a more inclusive and participatory ecosystem. This study presents a review of 86 studies related to DLTPs for marginalised populations in developed and developing countries. It aims to understand (a) the profile of DLTPs, (b) the digital competences incorporated in the training curriculum and (c) tangible outcomes of Internet use post-training. The review indicated that developed countries focus more upon developing digital literacy in elderly populations. In contrast, the focus still lies in developing digital literacy among people with low skills and education levels in developing countries. The training curriculums focus mainly on developing information-seeking and communication competencies, besides the basic operations of digital devices. Most of the studies reported an increase in the personal-level outcomes around health, leisure and self-actualisation achieved post-training. This study can help policymakers, practitioners, and educational researchers improve the scope and quality of educational programs and contribute to people's digital empowerment and well-being.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42300809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.306-322
Hugo Gómez Tone, Jorge Martín-Gutiérrez, Betty Valencia-Anci
Se ha demostrado que la Habilidad Espacial es un atributo y característica importante que toda persona interesada en la Ciencia, Tecnología, Ingeniería y Matemáticas (STEM) debe tener, pero además que tiene una relación directa con la tasa de éxito de los estudiantes universitarios en el primer año de ingeniería. El propósito de esta investigación es analizar los niveles de Habilidad Espacial que tienen los estudiantes de primer año de Ingeniería Civil de una universidad peruana y determinar la mejora de estos niveles a través de un entrenamiento corto basado en Realidad Aumentada (RA) y compararlo con el rendimiento académico. Se reclutaron 62 estudiantes de un total de 134 y el grupo experimental y el de control tuvieron 31 estudiantes cada uno. Se consideraron los componentes de Relaciones Espaciales y Visualización Espacial para ser medidos con el Test de Rotación Mental y el Test de Aptitud Diferencial. Para medir el rendimiento académico, se utilizó los datos de las calificaciones de cuatro asignaturas. Tras el entrenamiento, se evidenció una mejora estadísticamente significativa en los niveles de Habilidad Espacial del grupo experimental y en el rendimiento académico. La conclusión es que un entrenamiento corto y específico basado en RA no sólo mejora las Habilidades Espaciales, sino que también mejora el rendimiento académico
{"title":"Entrenamiento Basado en Realidad Aumentada para Mejorar las Habilidades Espaciales y la Consiguiente Mejora del Rendimiento Académico en Estudiantes de Ingeniería","authors":"Hugo Gómez Tone, Jorge Martín-Gutiérrez, Betty Valencia-Anci","doi":"10.1344/der.2022.41.306-322","DOIUrl":"https://doi.org/10.1344/der.2022.41.306-322","url":null,"abstract":"Se ha demostrado que la Habilidad Espacial es un atributo y característica importante que toda persona interesada en la Ciencia, Tecnología, Ingeniería y Matemáticas (STEM) debe tener, pero además que tiene una relación directa con la tasa de éxito de los estudiantes universitarios en el primer año de ingeniería. El propósito de esta investigación es analizar los niveles de Habilidad Espacial que tienen los estudiantes de primer año de Ingeniería Civil de una universidad peruana y determinar la mejora de estos niveles a través de un entrenamiento corto basado en Realidad Aumentada (RA) y compararlo con el rendimiento académico. Se reclutaron 62 estudiantes de un total de 134 y el grupo experimental y el de control tuvieron 31 estudiantes cada uno. Se consideraron los componentes de Relaciones Espaciales y Visualización Espacial para ser medidos con el Test de Rotación Mental y el Test de Aptitud Diferencial. Para medir el rendimiento académico, se utilizó los datos de las calificaciones de cuatro asignaturas. Tras el entrenamiento, se evidenció una mejora estadísticamente significativa en los niveles de Habilidad Espacial del grupo experimental y en el rendimiento académico. La conclusión es que un entrenamiento corto y específico basado en RA no sólo mejora las Habilidades Espaciales, sino que también mejora el rendimiento académico","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45975362","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}
Manuel Area Moreira, Jesús Rodríguez Rodríguez, J. Peirats Chacón
{"title":"Infancia y tecnologías en la escuela y el hogar","authors":"Manuel Area Moreira, Jesús Rodríguez Rodríguez, J. Peirats Chacón","doi":"10.1344/der.2022.41.1-4","DOIUrl":"https://doi.org/10.1344/der.2022.41.1-4","url":null,"abstract":"","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47841567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.82-92
D. Gonçalves, Paula Quadros-Flores, Altina Ramos
Knowing that the Internet has opened doors to information and to the possibility of ubiquitous communication, there is now a need to review ways of teaching and learning. Learning to learn assumes a significant predominance in the methodological design due to the centrality of the student in the learning process. In this sense, this study aims to understand the approach “Made by them to them: the students in the learning process” in early childhood, assuming that it 1) activates prior knowledge; 2) promotes personal and collaborative efforts in the construction of the didactic resource; 3) creates emotion in the learning process. This is a multiple case study in different educational contexts and levels whose data collection was carried out by analyzing reflective narratives carried out by intern students from higher education institutions in public and private institutions. The results suggest that this approach, in addition to activating prior knowledge that is important for the construction of a robust structure of knowledge and significantly involving children in an emotional process of well-being, stimulates the natural articulation of knowledge in an inclusive environment. We conclude that situated and contextualized learning in a growing process of child involvement facilitates the understanding of reality and promotes inclusion and the construction of complex thoughts.
{"title":"Technology and methodology: the “MADE BY THEM TO THEM” approach in early childhood","authors":"D. Gonçalves, Paula Quadros-Flores, Altina Ramos","doi":"10.1344/der.2022.41.82-92","DOIUrl":"https://doi.org/10.1344/der.2022.41.82-92","url":null,"abstract":"Knowing that the Internet has opened doors to information and to the possibility of ubiquitous communication, there is now a need to review ways of teaching and learning. Learning to learn assumes a significant predominance in the methodological design due to the centrality of the student in the learning process. In this sense, this study aims to understand the approach “Made by them to them: the students in the learning process” in early childhood, assuming that it 1) activates prior knowledge; 2) promotes personal and collaborative efforts in the construction of the didactic resource; 3) creates emotion in the learning process. This is a multiple case study in different educational contexts and levels whose data collection was carried out by analyzing reflective narratives carried out by intern students from higher education institutions in public and private institutions. The results suggest that this approach, in addition to activating prior knowledge that is important for the construction of a robust structure of knowledge and significantly involving children in an emotional process of well-being, stimulates the natural articulation of knowledge in an inclusive environment. We conclude that situated and contextualized learning in a growing process of child involvement facilitates the understanding of reality and promotes inclusion and the construction of complex thoughts.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45919902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.249-267
Mauricio Vásquez-Carbonell
Augmented Reality (AR) is a technology that has benefited from the massification of computational devices, putting it in the focus of researchers as a novel teaching aid in engineering. For this very reason, a great amount of information about AR in engineering education is emerging constantly. To synthesize the information, a Systematic Literature Review (SLR) was carried out and 4 research questions were raised. It was found out the researcher´s trend for the development and testing of software that takes advantage of AR for engineering students. It was also found that Germany and India are the leading nations on investigations about the investigated topic. On the software side, Unity is the most used tool for creating applications and that the target hardware is smartphone. Finally, the high interest of researchers to increase motivation in students is evidenced in this SLR and recommendations were made based on the researcher’s findings.
{"title":"A Systematic Literature Review of Augmented Reality in Engineering Education : Hardware, Software, Student Motivation & Development Recommendations.","authors":"Mauricio Vásquez-Carbonell","doi":"10.1344/der.2022.41.249-267","DOIUrl":"https://doi.org/10.1344/der.2022.41.249-267","url":null,"abstract":"Augmented Reality (AR) is a technology that has benefited from the massification of computational devices, putting it in the focus of researchers as a novel teaching aid in engineering. For this very reason, a great amount of information about AR in engineering education is emerging constantly. To synthesize the information, a Systematic Literature Review (SLR) was carried out and 4 research questions were raised. It was found out the researcher´s trend for the development and testing of software that takes advantage of AR for engineering students. It was also found that Germany and India are the leading nations on investigations about the investigated topic. On the software side, Unity is the most used tool for creating applications and that the target hardware is smartphone. Finally, the high interest of researchers to increase motivation in students is evidenced in this SLR and recommendations were made based on the researcher’s findings.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45490194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.268-283
Ismail Tatar, Y. Sahin, Ezgi Doğan
Along with the spread of Web 2.0 technologies, individuals' habits such as learning, socializing, and getting information have changed rapidly. A lot of information, the accuracy of which cannot be trusted, is available in the web, and it becomes difficult to choose useful, relevant, and accurate information. This pollution is also present in the media. The abilities to choose messages in the media, to look at these messages critically, and to produce your own messages are considered among the 21st-century skills. These reasons bring media literacy (ML) and online information searching strategies (OISS) to the agenda. The processes of ML and OISS have interrelated features. Therefore, it is important and necessary to examine these concepts together. Based on this necessity, the aim of the study was to determine the role of ML in OISS. To this end, the data were collected from 1809 pre-service teachers using the OISS inventory and the ML level determination scale. Data were analyzed by descriptive statistics, MANOVA, and multiple regression analysis. According to the results, pre-service teachers' ML and OISS levels were above the moderate level. ML and OISS vary significantly according to the type of websites. In conclusion, ML was revealed as a predictor variable that could explain OISS at a rate of 33.2%.
{"title":"The Role of Media Literacy in Online Information Searching Strategies","authors":"Ismail Tatar, Y. Sahin, Ezgi Doğan","doi":"10.1344/der.2022.41.268-283","DOIUrl":"https://doi.org/10.1344/der.2022.41.268-283","url":null,"abstract":"Along with the spread of Web 2.0 technologies, individuals' habits such as learning, socializing, and getting information have changed rapidly. A lot of information, the accuracy of which cannot be trusted, is available in the web, and it becomes difficult to choose useful, relevant, and accurate information. This pollution is also present in the media. The abilities to choose messages in the media, to look at these messages critically, and to produce your own messages are considered among the 21st-century skills. These reasons bring media literacy (ML) and online information searching strategies (OISS) to the agenda. The processes of ML and OISS have interrelated features. Therefore, it is important and necessary to examine these concepts together. Based on this necessity, the aim of the study was to determine the role of ML in OISS. To this end, the data were collected from 1809 pre-service teachers using the OISS inventory and the ML level determination scale. Data were analyzed by descriptive statistics, MANOVA, and multiple regression analysis. According to the results, pre-service teachers' ML and OISS levels were above the moderate level. ML and OISS vary significantly according to the type of websites. In conclusion, ML was revealed as a predictor variable that could explain OISS at a rate of 33.2%.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43482447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-05DOI: 10.1344/der.2022.41.32-43
Mari-Carmen Caldeiro-Pedreira, Paula Renés-Arellano, Barbara Castillo- Abdul, Ignacio Aguaded
The consumption of videos on the Internet by young children is increasing, and therefore, when they start school, a great part of their knowledge, behaviors, and attitudes will be influenced by the contents they have consumed in social networks such as YouTube, which is considered a third educational agent in childhood, together with families and school. It is thus appropriate to know what types of contents they are consuming, the characteristics of these publications, and their interactions with these channels. The present research will try to provide answers to these questions, with an exploratory and descriptive study with a sample of five YouTube channels in Spanish and Portuguese aimed at early childhood, starting with the category “Made for Kids” from Social Blade. The results of the study allowed us to discover the characteristics of the contents which have an effect on informal learning, favoring the child’s creativity and the development of abilities and competences of children. The conclusions stress the persistence of certain risks associated to the inadequate use of YouTube, inviting reflection on the need to broaden research studies on this subject matter, and the promotion of media and literacy training, through the incorporation of adequate values and behavioral rules. Emphasis is placed on implementing true media literacy in schooling during early childhood to develop the children’s abilities.
幼儿在互联网上的视频消费正在增加，因此，当他们开始上学时，他们的很大一部分知识，行为和态度将受到他们在社交网络上消费的内容的影响，例如YouTube，它被认为是儿童的第三个教育媒介，与家庭和学校一起。因此，了解他们所消费的内容类型、这些出版物的特点以及他们与这些渠道的相互作用是适当的。目前的研究将试图提供这些问题的答案，通过一项探索性和描述性的研究，以五个YouTube频道为样本，以西班牙语和葡萄牙语为目标，针对幼儿，从Social Blade的“Made for Kids”类别开始。研究结果让我们发现了影响非正式学习的内容的特点，有利于孩子的创造力和能力的发展。结论强调与不适当使用YouTube有关的某些风险持续存在，请大家思考有必要扩大关于这一主题的研究，并通过纳入适当的价值观和行为规则来促进媒介和扫盲训练。重点是在儿童早期的学校教育中实施真正的媒体素养，以发展儿童的能力。
{"title":"YouTube videos for young children: an exploratory study","authors":"Mari-Carmen Caldeiro-Pedreira, Paula Renés-Arellano, Barbara Castillo- Abdul, Ignacio Aguaded","doi":"10.1344/der.2022.41.32-43","DOIUrl":"https://doi.org/10.1344/der.2022.41.32-43","url":null,"abstract":"The consumption of videos on the Internet by young children is increasing, and therefore, when they start school, a great part of their knowledge, behaviors, and attitudes will be influenced by the contents they have consumed in social networks such as YouTube, which is considered a third educational agent in childhood, together with families and school. It is thus appropriate to know what types of contents they are consuming, the characteristics of these publications, and their interactions with these channels. The present research will try to provide answers to these questions, with an exploratory and descriptive study with a sample of five YouTube channels in Spanish and Portuguese aimed at early childhood, starting with the category “Made for Kids” from Social Blade. The results of the study allowed us to discover the characteristics of the contents which have an effect on informal learning, favoring the child’s creativity and the development of abilities and competences of children. The conclusions stress the persistence of certain risks associated to the inadequate use of YouTube, inviting reflection on the need to broaden research studies on this subject matter, and the promotion of media and literacy training, through the incorporation of adequate values and behavioral rules. Emphasis is placed on implementing true media literacy in schooling during early childhood to develop the children’s abilities.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45952813","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}
Este artículo analiza las características de una selección de productos audiovisuales dirigidos a niños de 0 a 4 años alojados en la plataforma YouTube Kids. Por un lado, se analiza la propia plataforma; su estructura, diseño, usabilidad e interactividad. Por otro lado, se analizan los recursos más populares en cada una de las categorías establecidas en la propia plataforma, a saber: programas, música, aprendizaje y exploración. Se evaluaron un total de 29 videos, mediante una herramienta de análisis desarrollada ad-hoc, que se estructura en las siguientes áreas de análisis: didáctica, de contenido y narrativa. Los resultados obtenidos muestran que la plataforma se basa en una estructura similar a la de YouTube, pero adaptada a los niños, con poca descripción de los contenidos y excluyendo funciones como: valoración de vídeos, comentarios de las familias u observación del número de visualizaciones, entre otras. otros. En cuanto a los materiales audiovisuales, la mayoría de los vídeos son de larga duración y están enfocados desde una perspectiva lúdica más que pedagógica, haciendo que su consumo se centre principalmente en el ámbito doméstico y familiar. Palabras clave YouTube Kids, productos audiovisuales, material didáctico digital, educación infantil, videos.
{"title":"Un estudio sobre las características didácticas, de contenido y narrativas de los productos audiovisuales disponibles en YouTube Kids","authors":"Sebastián Martín Gómez, Mª Isabel Vidal Esteve, Silvia López Gómez","doi":"10.1344/der.2022.41.140-157","DOIUrl":"https://doi.org/10.1344/der.2022.41.140-157","url":null,"abstract":"Este artículo analiza las características de una selección de productos audiovisuales dirigidos a niños de 0 a 4 años alojados en la plataforma YouTube Kids.\u0000Por un lado, se analiza la propia plataforma; su estructura, diseño, usabilidad e interactividad. Por otro lado, se analizan los recursos más populares en cada una de las categorías establecidas en la propia plataforma, a saber: programas, música, aprendizaje y exploración. \u0000Se evaluaron un total de 29 videos, mediante una herramienta de análisis desarrollada ad-hoc, que se estructura en las siguientes áreas de análisis: didáctica, de contenido y narrativa. Los resultados obtenidos muestran que la plataforma se basa en una estructura similar a la de YouTube, pero adaptada a los niños, con poca descripción de los contenidos y excluyendo funciones como: valoración de vídeos, comentarios de las familias u observación del número de visualizaciones, entre otras. otros.\u0000En cuanto a los materiales audiovisuales, la mayoría de los vídeos son de larga duración y están enfocados desde una perspectiva lúdica más que pedagógica, haciendo que su consumo se centre principalmente en el ámbito doméstico y familiar. \u0000 \u0000Palabras clave\u0000YouTube Kids, productos audiovisuales, material didáctico digital, educación infantil, videos.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"38 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41259579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-27DOI: 10.1344/der.2021.40.141-153
Asta Railiene, O. Merfeldaitė, Romas Prakapas
The article focuses on the analysis of new experience in the national context, i.e. the organisation of distance education in preschool education and the challenges in application of the innovation, when the implementation as such is not planned and modelled for getting ready for it in advance. In Lithuania, before the COVID-19 pandemic, distance education in preschool education, which is meant to prepare a child for school, was not applied, there were no specific guidelines, tested teaching platforms or pedagogic practices. The study deals with the results of focus groups research performed in June 2020, designated for discussing of experiences of the Lithuanian preschool education institutions in distance education gained during the quarantine (from 16/03/2020 to 29/05/2020). The performed analysis of experiences in the organisation of distant education in preschool education disclosed the essential challenges faced when applying this form of education in the education of six-year-old children. It has been established that the key challenges organizing distance education in preschool education are related to the lack of the IT solutions for distance education; the readiness of the participants of the education process for distance education and engagement in suchprocess of education, as well as the lack of support from national and regional institutions in the organisation of distance education. The results of research open possibilities for further researches, which are necessary for efficient and sustainable distance education integration into preschool education. In this context, explicit, deep research related to the analysis of appropriateness of distance education platforms in the early stage of age, search for didactic solutions of digital content for them and deep research into concrete implementation cases is necessary.
{"title":"COVID-19 Lessons: Experience in Organization of Distance Pre-school Education","authors":"Asta Railiene, O. Merfeldaitė, Romas Prakapas","doi":"10.1344/der.2021.40.141-153","DOIUrl":"https://doi.org/10.1344/der.2021.40.141-153","url":null,"abstract":"The article focuses on the analysis of new experience in the national context, i.e. the organisation of distance education in preschool education and the challenges in application of the innovation, when the implementation as such is not planned and modelled for getting ready for it in advance. In Lithuania, before the COVID-19 pandemic, distance education in preschool education, which is meant to prepare a child for school, was not applied, there were no specific guidelines, tested teaching platforms or pedagogic practices. The study deals with the results of focus groups research performed in June 2020, designated for discussing of experiences of the Lithuanian preschool education institutions in distance education gained during the quarantine (from 16/03/2020 to 29/05/2020). The performed analysis of experiences in the organisation of distant education in preschool education disclosed the essential challenges faced when applying this form of education in the education of six-year-old children. It has been established that the key challenges organizing distance education in preschool education are related to the lack of the IT solutions for distance education; the readiness of the participants of the education process for distance education and engagement in suchprocess of education, as well as the lack of support from national and regional institutions in the organisation of distance education. The results of research open possibilities for further researches, which are necessary for efficient and sustainable distance education integration into preschool education. In this context, explicit, deep research related to the analysis of appropriateness of distance education platforms in the early stage of age, search for didactic solutions of digital content for them and deep research into concrete implementation cases is necessary.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46789418","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：