Pub Date : 2021-12-27DOI: 10.1344/der.2021.40.154-171
Magda Pischetola
Technological determinism, techno-solutionism and instrumental perspectives on technologies have populated educational research literature in the last decades, and even more since the pandemic crisis has started. This essay offers a critique about simplistic explanations of technology adoption in pedagogy by using insights from critical philosophy of technology and feminist new materialism. It rejects the assumption of teachers’ resistance to change and proposes a frame to expand future imaginaries of education. In this sense, critical studies provide a focus on human activity as interconnected with social and situated knowledges/practices. The emphasis is on recursive relations that allow educational researchers and practitioners to take into account the considerable complexity of digital technologies pedagogical adoption. On the other hand, feminist new materialism brings about a new focus on relational ontology, which adds to the critical theoretical framework the agentic element. By overcoming a binary way of seeing technologies through utopias and dystopias, new materialist studies focus on ethics and responsibility. We argue that we need both a critical and a neo-materialist view, in order to adopt technologies in education in meaningful, productive and creative ways. Building on small narratives and possible utopias can take us to re-design and re-interprete the future of educational technologies.
{"title":"Re-imagining Digital Technology in Education through Critical and Neo-materialist Insights","authors":"Magda Pischetola","doi":"10.1344/der.2021.40.154-171","DOIUrl":"https://doi.org/10.1344/der.2021.40.154-171","url":null,"abstract":"Technological determinism, techno-solutionism and instrumental perspectives on technologies have populated educational research literature in the last decades, and even more since the pandemic crisis has started. This essay offers a critique about simplistic explanations of technology adoption in pedagogy by using insights from critical philosophy of technology and feminist new materialism. It rejects the assumption of teachers’ resistance to change and proposes a frame to expand future imaginaries of education. In this sense, critical studies provide a focus on human activity as interconnected with social and situated knowledges/practices. The emphasis is on recursive relations that allow educational researchers and practitioners to take into account the considerable complexity of digital technologies pedagogical adoption. On the other hand, feminist new materialism brings about a new focus on relational ontology, which adds to the critical theoretical framework the agentic element. By overcoming a binary way of seeing technologies through utopias and dystopias, new materialist studies focus on ethics and responsibility. We argue that we need both a critical and a neo-materialist view, in order to adopt technologies in education in meaningful, productive and creative ways. Building on small narratives and possible utopias can take us to re-design and re-interprete the future of educational technologies.","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":"41694878","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.2021.40.17-32
E. Akhmetshin, V. Vasilev, A. Kozachek, G. Meshkova, M. V. Mikhailova
Currently, special attention is paid to the development of digital technologies. In the context of the pandemic, the remote, distance, digital format of work has become top requested. Those events coincided with the general trend towards total digitalization of all spheres of life, including education. New concepts have emerged and taken hold - digital education and digital university. However, a mechanism for the development of a digital university has not yet been proposed. In the present study, an institutional approach was used to analyze the problems of the development of a digital university. The research scheme was used: institutions - motivation - control. The results of the empirical study (questionnaire and survey of university entries and its partners) made it possible to identify the existing contradictions between the participants in university activities and the external environment in terms of assessing aspects of the digital development of the university, to highlight the most effective institutions, conditions of positive motivation and control mechanisms for successful digital transformation of a university. The authors propose their own version of the concept for the development of a digital university, introducing as the core of it a new scientific concept - infrastructure logic. They lay a foundation for the principles of infrastructure logic, formation mechanisms and approaches to the use of indicators of digital development based on infrastructure logic, directions for improving the strategy of digital development of the university 4.0. The conclusions and recommendations formulated in this study can be used by other educational systems and universities.
{"title":"Development of Digital University Model in Modern Conditions: Institutional Approach","authors":"E. Akhmetshin, V. Vasilev, A. Kozachek, G. Meshkova, M. V. Mikhailova","doi":"10.1344/der.2021.40.17-32","DOIUrl":"https://doi.org/10.1344/der.2021.40.17-32","url":null,"abstract":"Currently, special attention is paid to the development of digital technologies. In the context of the pandemic, the remote, distance, digital format of work has become top requested. Those events coincided with the general trend towards total digitalization of all spheres of life, including education. New concepts have emerged and taken hold - digital education and digital university. However, a mechanism for the development of a digital university has not yet been proposed. In the present study, an institutional approach was used to analyze the problems of the development of a digital university. The research scheme was used: institutions - motivation - control. The results of the empirical study (questionnaire and survey of university entries and its partners) made it possible to identify the existing contradictions between the participants in university activities and the external environment in terms of assessing aspects of the digital development of the university, to highlight the most effective institutions, conditions of positive motivation and control mechanisms for successful digital transformation of a university. The authors propose their own version of the concept for the development of a digital university, introducing as the core of it a new scientific concept - infrastructure logic. They lay a foundation for the principles of infrastructure logic, formation mechanisms and approaches to the use of indicators of digital development based on infrastructure logic, directions for improving the strategy of digital development of the university 4.0. The conclusions and recommendations formulated in this study can be used by other educational systems and universities.","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":"44880746","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.2021.40.33-50
J. Prodanova, Sonia San-Martín, Estefanía Jerónimo Sánchez-Beato
During the later years of technological innovation, e-learning systems have demonstrated to be an effective way to improve educational quality and overcome time and place constraints. Virtual communication, instruction and evaluation have become an important part of the higher education. However, although e-learning has been implemented extensively, its operation and success might differ between organisations, due to institutional capacity and resources. With this in mind, the objective of this research is to distinguish between public and private universities, in the sense of the e-learning system quality and the perceived institutional support, as means to achieve users’ intention to continue using e-learning. Analysing the information from 270 Spanish teachers and students in e-learning systems at public and private universities, we concluded that information, service and educational quality determine e-learning continuous use at public universities, while perceived institutional support acts as a mediator between the information and educational quality and the continued use, in the case of the private universities. Valuable recommendations for higher-education institutions’ management suggest that innovative tools for interaction and organisation, cooperation of public and private universities, and investment in technology and human resources, are vital for continuity of e-learning systems.
{"title":"Quality Requirements for Continuous Use of E-learning Systems at Public vs. Private Universities in Spain","authors":"J. Prodanova, Sonia San-Martín, Estefanía Jerónimo Sánchez-Beato","doi":"10.1344/der.2021.40.33-50","DOIUrl":"https://doi.org/10.1344/der.2021.40.33-50","url":null,"abstract":"During the later years of technological innovation, e-learning systems have demonstrated to be an effective way to improve educational quality and overcome time and place constraints. Virtual communication, instruction and evaluation have become an important part of the higher education. However, although e-learning has been implemented extensively, its operation and success might differ between organisations, due to institutional capacity and resources. With this in mind, the objective of this research is to distinguish between public and private universities, in the sense of the e-learning system quality and the perceived institutional support, as means to achieve users’ intention to continue using e-learning. Analysing the information from 270 Spanish teachers and students in e-learning systems at public and private universities, we concluded that information, service and educational quality determine e-learning continuous use at public universities, while perceived institutional support acts as a mediator between the information and educational quality and the continued use, in the case of the private universities. Valuable recommendations for higher-education institutions’ management suggest that innovative tools for interaction and organisation, cooperation of public and private universities, and investment in technology and human resources, are vital for continuity of e-learning systems.","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":"42918861","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.2021.40.172-184
C. Mercader, M. Duran-Bellonch
The unequal status of female teachers in higher education is a reality. However, are digital technologies another reason for their exclusion? The main aim of this study was to analyze the integration of digital technologies in teaching from a gender perspective. The research was a multiple case study applying the quantitative method. The sample comprised 527 teachers from four Spanish universities. The instrument utilized was a self-administered survey. The results confirm both types of segregation and the fact that female teachers see themselves as less digitally competent than their male counterparts; ironically, the findings also show that the former use information and communication technologies in teaching more than the latter. In conclusion, we highlight the need to study more deeply the intersection between digital breach and gender in higher education, and to take measures during the early stages of education to overcome female teachers’ tendency of underestimating their digital competence.
{"title":"Female Higher Education Teachers Use Digital Technologies More and Better than They Think","authors":"C. Mercader, M. Duran-Bellonch","doi":"10.1344/der.2021.40.172-184","DOIUrl":"https://doi.org/10.1344/der.2021.40.172-184","url":null,"abstract":"The unequal status of female teachers in higher education is a reality. However, are digital technologies another reason for their exclusion? The main aim of this study was to analyze the integration of digital technologies in teaching from a gender perspective. The research was a multiple case study applying the quantitative method. The sample comprised 527 teachers from four Spanish universities. The instrument utilized was a self-administered survey. The results confirm both types of segregation and the fact that female teachers see themselves as less digitally competent than their male counterparts; ironically, the findings also show that the former use information and communication technologies in teaching more than the latter. In conclusion, we highlight the need to study more deeply the intersection between digital breach and gender in higher education, and to take measures during the early stages of education to overcome female teachers’ tendency of underestimating their digital competence.","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":"47497644","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.2021.40.66-81
I. M. Gallardo Fernández, Laura Monsalve Lorente, Miriam Elizabeth Aguasanta Regalado
Our contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms. We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes.The results show that the addition of digital materials is a step forward in the centre’s attention to diversity, improving accessibility and overcoming the digital gap thanks to schools’ access to technological resources.
{"title":"Primary Educational Strategies in Times of Digital Curriculum","authors":"I. M. Gallardo Fernández, Laura Monsalve Lorente, Miriam Elizabeth Aguasanta Regalado","doi":"10.1344/der.2021.40.66-81","DOIUrl":"https://doi.org/10.1344/der.2021.40.66-81","url":null,"abstract":"Our contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms. We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes.The results show that the addition of digital materials is a step forward in the centre’s attention to diversity, improving accessibility and overcoming the digital gap thanks to schools’ access to technological resources.","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":"49036970","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}
Las redes sociales en educación superior presentan un enorme potencial didáctico, en el marco de un proceso didáctico que ponga en valor la comunicación entre los agentes educativos, la colaboración como metodología de enseñanza y la participación activa como medio para lograr un aprendizaje más significativo y contextualizado. En el marco de una experiencia de innovación educativa basada en el uso de Facebook en el Grado en Educación Infantil de la Universidad de Murcia (España se analiza la relación entre la participación del alumnado en esta red social y sus calificaciones en la asignatura “Medios, Materiales y TIC”. Se ha empleado una metodología cuantitativa con un diseño de investigación ex post facto a partir de las calificaciones obtenidas por los estudiantes (n=172), con las que se ha llevado a cabo un análisis de correlaciones múltiple. Los resultados ponen de manifiesto las diferencias significativas existentes en las calificaciones obtenidas por los tres grupos de la asignatura, así como en la relación existente entre la participación en la red social social Facebook y la calificación final de la asignatura, evidenciándose que los alumnos que obtienen mejores calificaciones, son los que más han participado en la red social. La experiencia llevada a cabo evidencia las potencialidades de Facebook como recurso complementario como parte de un proceso reflexivo y planificado. Asimismo, plantea la necesidad de completar investigaciones como la presente con planteamientos de investigación de corte que permita dar cuenta de las diferencias en función de la metodología empleada por el profesorado.
{"title":"Uso de Facebook en Educación Superior: análisis de la relación entre participación y calificaciones","authors":"Isabel-María Solano-Fernández, Pedro-Antonio García-Tudela, María-del-Mar Sánchez-Vera","doi":"10.1344/der.2021.40.1-16","DOIUrl":"https://doi.org/10.1344/der.2021.40.1-16","url":null,"abstract":"Las redes sociales en educación superior presentan un enorme potencial didáctico, en el marco de un proceso didáctico que ponga en valor la comunicación entre los agentes educativos, la colaboración como metodología de enseñanza y la participación activa como medio para lograr un aprendizaje más significativo y contextualizado. En el marco de una experiencia de innovación educativa basada en el uso de Facebook en el Grado en Educación Infantil de la Universidad de Murcia (España se analiza la relación entre la participación del alumnado en esta red social y sus calificaciones en la asignatura “Medios, Materiales y TIC”. Se ha empleado una metodología cuantitativa con un diseño de investigación ex post facto a partir de las calificaciones obtenidas por los estudiantes (n=172), con las que se ha llevado a cabo un análisis de correlaciones múltiple. Los resultados ponen de manifiesto las diferencias significativas existentes en las calificaciones obtenidas por los tres grupos de la asignatura, así como en la relación existente entre la participación en la red social social Facebook y la calificación final de la asignatura, evidenciándose que los alumnos que obtienen mejores calificaciones, son los que más han participado en la red social. La experiencia llevada a cabo evidencia las potencialidades de Facebook como recurso complementario como parte de un proceso reflexivo y planificado. Asimismo, plantea la necesidad de completar investigaciones como la presente con planteamientos de investigación de corte que permita dar cuenta de las diferencias en función de la metodología empleada por el profesorado.","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":"42889809","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.2021.40.51-65
Genimon Vadakkemulanjanal Joseph, K. Thomas, A. Nero
Rapid technology advancements resulted a fundamental shift in the education sector which redefined the teaching-learning process and teacher engagement. Based on numerous studies on work engagement models and technology readiness, this study explores, how the teachers’ readiness to embrace educational technologies, impact on teacher engagement. With stratified cluster sampling model, data were collected from principals, managers, students and 122 faulty were participated in this quantitative study using standardized tools. Teachers were highly engaged with students-colleagues and varied across experience/age groups. Technology readiness factors positively impacted on social engagements with students-colleagues. As education technology usage is exponential, more future research is needed.
{"title":"Impact of Technology Readiness and Techno Stress on Teacher Engagement in Higher Secondary Schools","authors":"Genimon Vadakkemulanjanal Joseph, K. Thomas, A. Nero","doi":"10.1344/der.2021.40.51-65","DOIUrl":"https://doi.org/10.1344/der.2021.40.51-65","url":null,"abstract":"Rapid technology advancements resulted a fundamental shift in the education sector which redefined the teaching-learning process and teacher engagement. Based on numerous studies on work engagement models and technology readiness, this study explores, how the teachers’ readiness to embrace educational technologies, impact on teacher engagement. With stratified cluster sampling model, data were collected from principals, managers, students and 122 faulty were participated in this quantitative study using standardized tools. Teachers were highly engaged with students-colleagues and varied across experience/age groups. Technology readiness factors positively impacted on social engagements with students-colleagues. As education technology usage is exponential, more future research is needed.","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":"48084852","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.2021.40.122-140
Ana Pérez Escoda, F. Lena-Acebo, Rosa García-Ruiz
Networked society has become the context of a technology-supported environment for learning and teaching. The access to knowledge is essentially mediated through connected smart devices that nurture digital skills and define a new learning concept: Smart learning, moreover during COVID-19 pandemic. This study aims to present a descriptive and correlational analysis focusing on the development of smart learning in three different areas when using the Internet: use, learning and critical thinking from the perspective of digital competences during pandemic lockdown. The study was designed under a non-experimental quantitative methodology in which 926 students in higher education from four countries participated. After an in-depth literature review, a questionnaire was designed including not only these three areas mentioned but a deeper analysis of each one in five areas of digital skills development. Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning for citizenship in a next future conditioned by recent situation. Based on findings, several suggestions are proposed for achieving a smart education supported by digital skills in online environments.
{"title":"Digital Competences for Smart Learning During COVID-19 in Higher Education Students from Spain and Latin America","authors":"Ana Pérez Escoda, F. Lena-Acebo, Rosa García-Ruiz","doi":"10.1344/der.2021.40.122-140","DOIUrl":"https://doi.org/10.1344/der.2021.40.122-140","url":null,"abstract":"Networked society has become the context of a technology-supported environment for learning and teaching. The access to knowledge is essentially mediated through connected smart devices that nurture digital skills and define a new learning concept: Smart learning, moreover during COVID-19 pandemic. This study aims to present a descriptive and correlational analysis focusing on the development of smart learning in three different areas when using the Internet: use, learning and critical thinking from the perspective of digital competences during pandemic lockdown. The study was designed under a non-experimental quantitative methodology in which 926 students in higher education from four countries participated. After an in-depth literature review, a questionnaire was designed including not only these three areas mentioned but a deeper analysis of each one in five areas of digital skills development. Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning for citizenship in a next future conditioned by recent situation. Based on findings, several suggestions are proposed for achieving a smart education supported by digital skills in online environments.","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":"48400483","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.2021.40.110-121
P. Tiernan
This paper investigates how students evaluate online video for use in assignment work, in order to understand digital literacy with online video in practice. Students sourced content for a written assignment using a customised video retrieval system (VRS), and reflected on their choice of videos. The study examines the key areas influencing the use and evaluation of online video for assignments such as digital literacy, the learning value of video, strategies for integrating video, and the key features of VRSs. This paper examines students' experiences using online video for assignment work and pays particular attention to their evolution of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate tools and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.
{"title":"Exploring Digital Literacy: How Do Undergraduate Students Evaluate Digital Video for Inclusion in Assignment Work?","authors":"P. Tiernan","doi":"10.1344/der.2021.40.110-121","DOIUrl":"https://doi.org/10.1344/der.2021.40.110-121","url":null,"abstract":"This paper investigates how students evaluate online video for use in assignment work, in order to understand digital literacy with online video in practice. Students sourced content for a written assignment using a customised video retrieval system (VRS), and reflected on their choice of videos. The study examines the key areas influencing the use and evaluation of online video for assignments such as digital literacy, the learning value of video, strategies for integrating video, and the key features of VRSs. This paper examines students' experiences using online video for assignment work and pays particular attention to their evolution of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate tools and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.","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":"46603514","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 : 2021-07-01DOI: 10.1344/DER.2021.39.121-140
Esther María Vega Gea, Juan Muñoz Gónzalez, S. Zapata
En la sociedad actual, el uso de internet se ha extendido a todos los ambitos de nuestra vida. Esta globalizacion del uso de internet tambien ha generado un debate en los ultimos anos en relacion al uso que la poblacion hace del mismo. Por ello, se hace indispensable conocer de que manera los estudiantes universitarios estan empleando la conectividad a la red, si lo hacen de una manera responsable o si contrariamente estan haciendo un uso descontrolado y perjudicial de internet. Por tanto, el objetivo de este trabajo es conocer y analizar el uso que una muestra de estudiantes universitarios de Colombia hacen de internet. Para ello, se ha empleado una adaptacion del Internet addiction test (IAT) , Los resultados senalan un numero significativo de estudiantes que presentan algunos problemas en el uso que hacen de internet. Por tanto, estariamos ante un uso problematico mas que un uso adictivo de internet.
{"title":"Uso problemático de internet por estudiantes universitarios de Colombia","authors":"Esther María Vega Gea, Juan Muñoz Gónzalez, S. Zapata","doi":"10.1344/DER.2021.39.121-140","DOIUrl":"https://doi.org/10.1344/DER.2021.39.121-140","url":null,"abstract":"En la sociedad actual, el uso de internet se ha extendido a todos los ambitos de nuestra vida. Esta globalizacion del uso de internet tambien ha generado un debate en los ultimos anos en relacion al uso que la poblacion hace del mismo. Por ello, se hace indispensable conocer de que manera los estudiantes universitarios estan empleando la conectividad a la red, si lo hacen de una manera responsable o si contrariamente estan haciendo un uso descontrolado y perjudicial de internet. Por tanto, el objetivo de este trabajo es conocer y analizar el uso que una muestra de estudiantes universitarios de Colombia hacen de internet. Para ello, se ha empleado una adaptacion del Internet addiction test (IAT) , Los resultados senalan un numero significativo de estudiantes que presentan algunos problemas en el uso que hacen de internet. Por tanto, estariamos ante un uso problematico mas que un uso adictivo de internet.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45426422","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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