Pub Date : 2021-07-01DOI: 10.1344/DER.2021.39.141-158
Rubicelia Valencia-Ortíz, Julio Cabero-Almenara, Urtza Garay Ruiz
Addictions to online social networks is a problem facing technological societies, and those most affected by this phenomenon are young people and teenagers. Among its effects are the decrease in academic performance and the increase in violent behavior. Given these facts, governments around the world are adopting mechanisms for their prevention. The present work describes the results of research focused on investigating the proposals that would be adopted by the members of the educational community to carry out preventive actions against the addiction and abuse of online social networks. The methodological design has been based on the intensive use of the Nominal Groups technique developed by Delbecq and Andrew in 1971 and which facilitates reaching consensus in a structured group process. The results show the high degree of coincidence among the participants stands out, which validates the usefulness of the measures, and that the addiction to social networks perceives it as a direct consequence of the addition to mobile phones and the Internet. Therefore, it seems necessary that prevention plans should have a generalized perspective that encompasses all three technologies
{"title":"Perception of trainers and students on the measures to be taken to solve the addiction of young people to social networks","authors":"Rubicelia Valencia-Ortíz, Julio Cabero-Almenara, Urtza Garay Ruiz","doi":"10.1344/DER.2021.39.141-158","DOIUrl":"https://doi.org/10.1344/DER.2021.39.141-158","url":null,"abstract":"Addictions to online social networks is a problem facing technological societies, and those most affected by this phenomenon are young people and teenagers. Among its effects are the decrease in academic performance and the increase in violent behavior. Given these facts, governments around the world are adopting mechanisms for their prevention. The present work describes the results of research focused on investigating the proposals that would be adopted by the members of the educational community to carry out preventive actions against the addiction and abuse of online social networks. The methodological design has been based on the intensive use of the Nominal Groups technique developed by Delbecq and Andrew in 1971 and which facilitates reaching consensus in a structured group process. The results show the high degree of coincidence among the participants stands out, which validates the usefulness of the measures, and that the addiction to social networks perceives it as a direct consequence of the addition to mobile phones and the Internet. Therefore, it seems necessary that prevention plans should have a generalized perspective that encompasses all three technologies","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42427802","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.2021.39.89-104
Julio Ruiz-Palmero, Ernesto Colomo-Magaña, E. Sánchez-Rivas, Teresa Linde-Valenzuela
Los dispositivos moviles se estan convirtiendo en una herramienta imprescindible en el dia a dia y en las relaciones entre el alumnado en los ultimos anos, gracias a sus usos y potencialidades. A pesar de ello, el uso excesivo e inadecuado puede conducir a sindromes de dependencia en algunos casos, un factor que se puede elevar debido a la situacion de aislamiento provocada por la COVID-19. Este estudio pretende analizar el uso y abuso de las TIC en profesionales de la educacion en formacion, antes y despues del confinamiento. Se ha utilizado un diseno longitudinal de panel con medidas pre-test y post-test, aplicando el instrumento validado MULTICAGE-TIC en una muestra de 147 estudiantes de la Facultad de Educacion de la Universidad de Malaga. Los resultados reflejan un aumento significativo en todas TIC analizadas (internet, movil, videojuegos, mensajeria instantanea y redes sociales), pasando de conductas no problematicas o consideradas de riesgo antes del confinamiento, a un uso abusivo tras el mismo en todas las escalas salvo en los videojuegos, que reflejan un uso problematico. El estudio refleja que la pandemia y las restricciones de movilidad e interaccion social han incidido en el aumento del uso problematico de las TIC.
{"title":"Estudio del uso y consumo de dispositivos móviles en universitarios","authors":"Julio Ruiz-Palmero, Ernesto Colomo-Magaña, E. Sánchez-Rivas, Teresa Linde-Valenzuela","doi":"10.1344/DER.2021.39.89-104","DOIUrl":"https://doi.org/10.1344/DER.2021.39.89-104","url":null,"abstract":"Los dispositivos moviles se estan convirtiendo en una herramienta imprescindible en el dia a dia y en las relaciones entre el alumnado en los ultimos anos, gracias a sus usos y potencialidades. A pesar de ello, el uso excesivo e inadecuado puede conducir a sindromes de dependencia en algunos casos, un factor que se puede elevar debido a la situacion de aislamiento provocada por la COVID-19. Este estudio pretende analizar el uso y abuso de las TIC en profesionales de la educacion en formacion, antes y despues del confinamiento. Se ha utilizado un diseno longitudinal de panel con medidas pre-test y post-test, aplicando el instrumento validado MULTICAGE-TIC en una muestra de 147 estudiantes de la Facultad de Educacion de la Universidad de Malaga. Los resultados reflejan un aumento significativo en todas TIC analizadas (internet, movil, videojuegos, mensajeria instantanea y redes sociales), pasando de conductas no problematicas o consideradas de riesgo antes del confinamiento, a un uso abusivo tras el mismo en todas las escalas salvo en los videojuegos, que reflejan un uso problematico. El estudio refleja que la pandemia y las restricciones de movilidad e interaccion social han incidido en el aumento del uso problematico de las TIC.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45263912","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.2021.39.172-191
Eulàlia Hernández Encuentra, Elena Barberà Gregori
The aim of online universities is to increase learning accessibility for all students. After some years of existence, online higher education should be analysed in terms of its preparedness to meet the learning needs of people with disabilities. This paper presents a study that sheds light on the level of readiness of online higher education institutions by examining students’ views of a well-established online university, using a research-based questionnaire. The research involves all students with disabilities studying at the Open University of Catalonia (UOC), with an effective participation of 421 students. The conclusion of the paper is generally highly positive concerning the extent to which the university has overcome barriers and provided satisfactory academic accommodations. However, the results do indicate a need for a more comprehensive and specific solutions for dealing with unmet needs, especially for those students with mental disabilities.
{"title":"Online readiness in universities from disabled students’ perspective","authors":"Eulàlia Hernández Encuentra, Elena Barberà Gregori","doi":"10.1344/DER.2021.39.172-191","DOIUrl":"https://doi.org/10.1344/DER.2021.39.172-191","url":null,"abstract":"The aim of online universities is to increase learning accessibility for all students. After some years of existence, online higher education should be analysed in terms of its preparedness to meet the learning needs of people with disabilities. This paper presents a study that sheds light on the level of readiness of online higher education institutions by examining students’ views of a well-established online university, using a research-based questionnaire. The research involves all students with disabilities studying at the Open University of Catalonia (UOC), with an effective participation of 421 students. The conclusion of the paper is generally highly positive concerning the extent to which the university has overcome barriers and provided satisfactory academic accommodations. However, the results do indicate a need for a more comprehensive and specific solutions for dealing with unmet needs, especially for those students with mental disabilities.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45491722","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 : 2021-06-30DOI: 10.1344/der.2021.39.304-318
Eider Bilbao-Aiastui
En la presente investigacion se analiza la integracion del metodo de aprendizaje basado en proyectos, a traves de las TIC como metodo emergente con impacto significativo en el aprendizaje. Se implementan dos unidades didacticas de la higiene de las manos a traves de un metodo tradicional y un metodo de aprendizaje basado en proyectos y TIC como recurso educativo. Mediante un diseno cuasi experimental se analizan los datos de 39 alumnos de 2o de primaria, aplicando el test U de Mann Whitney, un cuestionario y la observacion participante. Se resalta que el trabajo e integracion de la metodologia de aprendizaje basado en proyectos, a traves de las TIC no mejora significativamente en el rendimiento academico. Sin embargo, se subrayan mejoras estadisticamente significativas en el reconocimiento de los contenidos, la participacion activa, la colaboracion, satisfaccion y la motivacion en los procesos de aprendizaje. A traves de este metodo de aprendizaje y la utilizacion de las TIC, los estudiantes investigan de primera mano y reflexionan sobre el tema, realizando un aprendizaje significativo.
{"title":"Desarrollo de la competencia científica mediante el aprendizaje basado en proyectos y TIC en Educación Primaria","authors":"Eider Bilbao-Aiastui","doi":"10.1344/der.2021.39.304-318","DOIUrl":"https://doi.org/10.1344/der.2021.39.304-318","url":null,"abstract":"En la presente investigacion se analiza la integracion del metodo de aprendizaje basado en proyectos, a traves de las TIC como metodo emergente con impacto significativo en el aprendizaje. Se implementan dos unidades didacticas de la higiene de las manos a traves de un metodo tradicional y un metodo de aprendizaje basado en proyectos y TIC como recurso educativo. Mediante un diseno cuasi experimental se analizan los datos de 39 alumnos de 2o de primaria, aplicando el test U de Mann Whitney, un cuestionario y la observacion participante. Se resalta que el trabajo e integracion de la metodologia de aprendizaje basado en proyectos, a traves de las TIC no mejora significativamente en el rendimiento academico. Sin embargo, se subrayan mejoras estadisticamente significativas en el reconocimiento de los contenidos, la participacion activa, la colaboracion, satisfaccion y la motivacion en los procesos de aprendizaje. A traves de este metodo de aprendizaje y la utilizacion de las TIC, los estudiantes investigan de primera mano y reflexionan sobre el tema, realizando un aprendizaje significativo.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45025062","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 : 2021-06-30DOI: 10.1344/der.2021.39.319-335
Juan Francisco Álvarez-Herrero, J. Hernández-Ortega
El alumnado de educacion secundaria desconoce en muchas ocasiones la problematica ambiental de su ciudad. Por otro lado, los smartphones gozan de una gran aceptacion y uso entre este colectivo. Sin embargo, su uso en las aulas esta muy cuestionado. Con la intencion de promover una mejora en la educacion ambiental y en la competencia digital del alumnado de secundaria en el uso de estos dispositivos se llevo a cabo esta experiencia. Se llevaron a cabo itinerarios didacticos con smartphones por la ciudad de Alcoy en los que se realizaban una serie de pruebas y se hacia uso de la geolocalizacion, la realidad aumentada, las redes sociales y diversas aplicaciones moviles. Se paso un cuestionario a los participantes (N = 447) con la idea de conocer el grado de aceptacion de la actividad, y se obtuvieron n = 367 respuestas. Los resultados demuestran que el alumnado valora notablemente la actividad y sus pruebas. Asi mismo, conforme es mayor la edad del alumnado, el interes por la actividad disminuye paulatinamente. Por todo ello, es necesario proponer actividades que busquen la concienciacion del alumnado por el medio ambiente, asi como el buen uso de los smartphones y sus diversas aplicaciones.
{"title":"Itinerarios didácticos con smartphones para promover la educación ambiental y la competencia digital entre el alumnado de secundaria","authors":"Juan Francisco Álvarez-Herrero, J. Hernández-Ortega","doi":"10.1344/der.2021.39.319-335","DOIUrl":"https://doi.org/10.1344/der.2021.39.319-335","url":null,"abstract":"El alumnado de educacion secundaria desconoce en muchas ocasiones la problematica ambiental de su ciudad. Por otro lado, los smartphones gozan de una gran aceptacion y uso entre este colectivo. Sin embargo, su uso en las aulas esta muy cuestionado. Con la intencion de promover una mejora en la educacion ambiental y en la competencia digital del alumnado de secundaria en el uso de estos dispositivos se llevo a cabo esta experiencia. Se llevaron a cabo itinerarios didacticos con smartphones por la ciudad de Alcoy en los que se realizaban una serie de pruebas y se hacia uso de la geolocalizacion, la realidad aumentada, las redes sociales y diversas aplicaciones moviles. Se paso un cuestionario a los participantes (N = 447) con la idea de conocer el grado de aceptacion de la actividad, y se obtuvieron n = 367 respuestas. Los resultados demuestran que el alumnado valora notablemente la actividad y sus pruebas. Asi mismo, conforme es mayor la edad del alumnado, el interes por la actividad disminuye paulatinamente. Por todo ello, es necesario proponer actividades que busquen la concienciacion del alumnado por el medio ambiente, asi como el buen uso de los smartphones y sus diversas aplicaciones.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49326702","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 : 2021-06-30DOI: 10.1344/der.2021.39.356-373
Milagros Torrado Cespón
La brecha digital en Galicia durante el confinamiento debido a la COVID-19 ha mostrado las necesidades del profesorado para hacer un uso eficiente de las TIC/TAC. El objetivo de este estudio es analizar las dificultades en el uso de las TIC/TAC con una muestra de 201 profesores de secundaria y proponer soluciones a estas. Los sujetos realizaron un cuestionario online sobre el uso de estas herramientas antes y durante el confinamiento y los obstaculos encontrados para su aplicacion. Ademas, un espacio de opinion libre aporta precision al analisis cuantitativo. Los resultados muestran como la brecha digital es un problema tanto para alumnos como para profesores, evidenciandose, no solo la falta de equipamiento, sino tambien la falta de preparacion. Formacion continua de calidad y ayudas institucionales para la reducir el impacto socioeconomico parecen ser la solucion. Se sugiere un cambio en las metodologias de ensenanza para proporcionar a los profesores un mejor entendimiento de la generacion Z.
{"title":"TIC/TAC y COVID-19: uso y necesidades del profesorado de secundaria en Galicia","authors":"Milagros Torrado Cespón","doi":"10.1344/der.2021.39.356-373","DOIUrl":"https://doi.org/10.1344/der.2021.39.356-373","url":null,"abstract":"La brecha digital en Galicia durante el confinamiento debido a la COVID-19 ha mostrado las necesidades del profesorado para hacer un uso eficiente de las TIC/TAC. El objetivo de este estudio es analizar las dificultades en el uso de las TIC/TAC con una muestra de 201 profesores de secundaria y proponer soluciones a estas. Los sujetos realizaron un cuestionario online sobre el uso de estas herramientas antes y durante el confinamiento y los obstaculos encontrados para su aplicacion. Ademas, un espacio de opinion libre aporta precision al analisis cuantitativo. Los resultados muestran como la brecha digital es un problema tanto para alumnos como para profesores, evidenciandose, no solo la falta de equipamiento, sino tambien la falta de preparacion. Formacion continua de calidad y ayudas institucionales para la reducir el impacto socioeconomico parecen ser la solucion. Se sugiere un cambio en las metodologias de ensenanza para proporcionar a los profesores un mejor entendimiento de la generacion Z.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292320","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 : 2021-06-30DOI: 10.1344/der.2021.39.105-120
Sandra Martínez Pérez, Bárbara Fernández Robles, Julio Barroso Osuna, Carmen Llorente Cejudo
The use of Smartphones, Tablets and Social Networks has grown exponentially in recent years as a means of communicating, interacting, sharing and working collaboratively. Increasingly, young people are recognising that they are establishing a greater relationship with technologies for educational and leisure purposes, to meet new people, create new languages and even to become dependent on them. The aim of our study is to know, analyse and determine the degree of addiction of young people from twelve Spanish universities. To do this, we applied an adaptation of the "Social Media Addiction Scale-Student Form" (SMAS-SF, Sahin, 2018) which was answered by 1870 students from seven Autonomous Communities (Andalusia, Asturias, Castile-Leon, Catalonia, Galicia, Murcia and the Basque Country). The results obtained show significant differences between the young people of the different Autonomous Communities; moreover, the students do not perceive themselves as people addicted to technology and social networks.
{"title":"Young university students and techno-addiction. The use of social networks in their social-educational context","authors":"Sandra Martínez Pérez, Bárbara Fernández Robles, Julio Barroso Osuna, Carmen Llorente Cejudo","doi":"10.1344/der.2021.39.105-120","DOIUrl":"https://doi.org/10.1344/der.2021.39.105-120","url":null,"abstract":"The use of Smartphones, Tablets and Social Networks has grown exponentially in recent years as a means of communicating, interacting, sharing and working collaboratively. Increasingly, young people are recognising that they are establishing a greater relationship with technologies for educational and leisure purposes, to meet new people, create new languages and even to become dependent on them. The aim of our study is to know, analyse and determine the degree of addiction of young people from twelve Spanish universities. To do this, we applied an adaptation of the \"Social Media Addiction Scale-Student Form\" (SMAS-SF, Sahin, 2018) which was answered by 1870 students from seven Autonomous Communities (Andalusia, Asturias, Castile-Leon, Catalonia, Galicia, Murcia and the Basque Country). The results obtained show significant differences between the young people of the different Autonomous Communities; moreover, the students do not perceive themselves as people addicted to technology and social networks.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675747","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 : 2021-06-30DOI: 10.1344/der.2021.39.336-355
Belén Espejo Villar, Luján Lázaro Herrero, Gabriel Álvarez-López, Enric Prats Gil
El trabajo presenta desde un enfoque comparado escuelas internacionales de exito que estan transformando la educacion (bottom-up) a partir de su implicacion con la tecnologia digital. El estudio trata de mostrar un conjunto de escuelas de diferentes paises (Brasil, China, Espana, Israel, Portugal, Reino Unido y Rusia) seleccionadas por UNESCO como iniciativas pioneras de equidad educativa por la proyeccion pedagogica y social que hacen del aprendizaje movil. El articulo trata de acotar los principios causales que subyacen en las mejores practicas escolares tal y como son conceptuadas por actores de poder (UNESCO). Se ha utilizado la metodologia de analisis politico del discurso combinada con el estudio de casos con el proposito de interpretar las logicas de las que son objeto las escuelas elegidas en la transferibilidad de su exito. Los datos reflejan el capital educativo de las tecnologias digitales en centros cuya funcion social se impone a la titularidad de los mismos y la soberania de la digitalizacion en el gobierno de los centros educativos, al tiempo que muestran un cambio de tendencia en la caracterizacion de las mejores practicas educativas, al pasar de la excelencia entendida como resultados a la excelencia delimitada como inclusion socioeducativa (procesos).
{"title":"Caracterización de las mejores prácticas educativas: UNESCO y el paradigma del aprendizaje móvil","authors":"Belén Espejo Villar, Luján Lázaro Herrero, Gabriel Álvarez-López, Enric Prats Gil","doi":"10.1344/der.2021.39.336-355","DOIUrl":"https://doi.org/10.1344/der.2021.39.336-355","url":null,"abstract":"El trabajo presenta desde un enfoque comparado escuelas internacionales de exito que estan transformando la educacion (bottom-up) a partir de su implicacion con la tecnologia digital. El estudio trata de mostrar un conjunto de escuelas de diferentes paises (Brasil, China, Espana, Israel, Portugal, Reino Unido y Rusia) seleccionadas por UNESCO como iniciativas pioneras de equidad educativa por la proyeccion pedagogica y social que hacen del aprendizaje movil. El articulo trata de acotar los principios causales que subyacen en las mejores practicas escolares tal y como son conceptuadas por actores de poder (UNESCO). Se ha utilizado la metodologia de analisis politico del discurso combinada con el estudio de casos con el proposito de interpretar las logicas de las que son objeto las escuelas elegidas en la transferibilidad de su exito. Los datos reflejan el capital educativo de las tecnologias digitales en centros cuya funcion social se impone a la titularidad de los mismos y la soberania de la digitalizacion en el gobierno de los centros educativos, al tiempo que muestran un cambio de tendencia en la caracterizacion de las mejores practicas educativas, al pasar de la excelencia entendida como resultados a la excelencia delimitada como inclusion socioeducativa (procesos).","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45446717","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 : 2021-06-30DOI: 10.1344/der.2021.39.238-256
Elena Carrión Candel, Mercedes Pérez Agustín, Elena Giménez De Ory
Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The specific objectives are to teach music in English by integrating content, cognition and vocabulary through communication and the use of new technologies. This approach makes the design and implementation didactic, audiovisual and multimedia. Cuadernia: digital notebook composed of flash files, videos and audios, and gamification strategies. Quizziz: multiplayer questionnaire of class contents, based on teaching music through a cooperative methodology and gamification, are applied as options with a great educational projection, with information and innovative pedagogical experiences and potential to work together in the classroom with different levels of the subject. The results that follow the Likert scale reflect high student satisfaction with regard to teaching methodology, content acquisition, teacher training, ICT and resources. As a conclusion, of the coincident results between the professor and the students, we would like to implement it in the coming years.
{"title":"ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compulsory secondary education","authors":"Elena Carrión Candel, Mercedes Pérez Agustín, Elena Giménez De Ory","doi":"10.1344/der.2021.39.238-256","DOIUrl":"https://doi.org/10.1344/der.2021.39.238-256","url":null,"abstract":"Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The specific objectives are to teach music in English by integrating content, cognition and vocabulary through communication and the use of new technologies. This approach makes the design and implementation didactic, audiovisual and multimedia. Cuadernia: digital notebook composed of flash files, videos and audios, and gamification strategies. Quizziz: multiplayer questionnaire of class contents, based on teaching music through a cooperative methodology and gamification, are applied as options with a great educational projection, with information and innovative pedagogical experiences and potential to work together in the classroom with different levels of the subject. The results that follow the Likert scale reflect high student satisfaction with regard to teaching methodology, content acquisition, teacher training, ICT and resources. As a conclusion, of the coincident results between the professor and the students, we would like to implement it in the coming years.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43708154","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 : 2020-12-21DOI: 10.1344/DER.2020.38.61-64
A. Caballe
In the area of educational technology, it is often thought that progress comes quickly. Furthermore, experts in this area come from different fields of knowledge. In this context, the author suggests: (1) providing a basis for professionals who enter the area; (2) sharing and recording a history of implementation of technologies in advanced education; (3) presenting the application of various technologies throughout time to facilitate the future implementation; (4) highlighting the importance of addressing ed tech from a critical perspective; and (5) providing an alternative narrative regarding ed tech history.
{"title":"Review: 25 Years of Ed Tech","authors":"A. Caballe","doi":"10.1344/DER.2020.38.61-64","DOIUrl":"https://doi.org/10.1344/DER.2020.38.61-64","url":null,"abstract":"In the area of educational technology, it is often thought that progress comes quickly. Furthermore, experts in this area come from different fields of knowledge. In this context, the author suggests: (1) providing a basis for professionals who enter the area; (2) sharing and recording a history of implementation of technologies in advanced education; (3) presenting the application of various technologies throughout time to facilitate the future implementation; (4) highlighting the importance of addressing ed tech from a critical perspective; and (5) providing an alternative narrative regarding ed tech history.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47039252","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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