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":null,"pages":null},"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}
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":null,"pages":null},"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.2021.40.154-171
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":null,"pages":null},"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.2021.40.141-153
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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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.
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