María Paloma No Gutiérrez, Maíta Rodríguez Conde, Eva María Torrecilla Sánchez, Valentina Zangrando
Projects INTO & E-EVALINTO are both European Projects developed inside the European Union call, nowadays ERASMUS + and successfully assessed as a “good practice” in the environment of this projects. The agreement that made the team had the objective, through peer tutoring in a context of intercultural education, of helping migrant students to improve their academic performance, their integration in the host societies and reduce their level of early leaving school, absenteeism, grade retention, among other things. To achieve this, it is vital to plan and apply a process in which the situation of migrant students, group which at first is the target if the project, and peer tutoring is reviewed, the strategy to use as well. Another substantial step is the training for both the professionals involved and the students to prepare them for their new responsibilities in the teaching-learning process. This way in this article, special attention is paid to the development of this project in Spain, as well the results obtained through the study case. Said results were very highly assessed by everyone involved.
{"title":"Tutoría entre iguales en contextos de educación intercultural. Propuesta de intervención en el marco de los Proyectos INTO y E-EVALINTO Peer tutoring in intercultural education environments. Projects INTO & E-EVALINTO","authors":"María Paloma No Gutiérrez, Maíta Rodríguez Conde, Eva María Torrecilla Sánchez, Valentina Zangrando","doi":"10.14201/eks.23049","DOIUrl":"https://doi.org/10.14201/eks.23049","url":null,"abstract":"Projects INTO & E-EVALINTO are both European Projects developed inside the European Union call, nowadays ERASMUS + and successfully assessed as a “good practice” in the environment of this projects. The agreement that made the team had the objective, through peer tutoring in a context of intercultural education, of helping migrant students to improve their academic performance, their integration in the host societies and reduce their level of early leaving school, absenteeism, grade retention, among other things. To achieve this, it is vital to plan and apply a process in which the situation of migrant students, group which at first is the target if the project, and peer tutoring is reviewed, the strategy to use as well. Another substantial step is the training for both the professionals involved and the students to prepare them for their new responsibilities in the teaching-learning process. This way in this article, special attention is paid to the development of this project in Spain, as well the results obtained through the study case. Said results were very highly assessed by everyone involved.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47507976","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}
Una de las principales transformaciones en la educación universitaria en el Espacio Europeo de Educación Superior (EEES) ha sido la adopción de un sistema basado en competencias. Este nuevo modelo requiere cambios sustanciales en las metodologías de enseñanza y aprendizaje. Sin embargo, la investigación empírica que vincula metodologías y competencias es escasa en comparación con la investigación que analiza el impacto de esta última en el mercado laboral. Además, parte de la literatura se ha centrado en analizar el peso de cada metodología por separado y no desde una perspectiva que combine diferentes metodologías. El presente trabajo tiene como objetivo analizar el impacto de los diferentes tipos de modos de enseñanza y aprendizaje en la adquisición de habilidades de los estudiantes matriculados en programas de máster en España. Este problema ha sido insuficientemente analizado en España, posiblemente debido a la dificultad para obtener datos y debido a cambios relativamente recientes en los planes de estudio. Se utilizan datos de la segunda encuesta del Observatorio para la empleabilidad y el empleo universitarios (sobre 5.337 estudiantes de 50 universidades españolas). Los hallazgos confirman la importancia sobresaliente de las metodologías activas reflejadas en otros estudios, y un análisis de correlación canónica muestra que la combinación de estas metodologías con ciertas metodologías tradicionales ofrece los mejores resultados educativos. Además, los resultados muestran la influencia de las metodologías presenciales en las habilidades interpersonales.
{"title":"¿Afectan las metodologías docentes y de aprendizaje en las competencias adquiridas por los estudiantes de máster? Evidencia de universidades españolas.","authors":"M. Martín-González, S. Ortiz, M. D. Jano","doi":"10.14201/eks.23586","DOIUrl":"https://doi.org/10.14201/eks.23586","url":null,"abstract":"Una de las principales transformaciones en la educación universitaria en el Espacio Europeo de Educación Superior (EEES) ha sido la adopción de un sistema basado en competencias. Este nuevo modelo requiere cambios sustanciales en las metodologías de enseñanza y aprendizaje. Sin embargo, la investigación empírica que vincula metodologías y competencias es escasa en comparación con la investigación que analiza el impacto de esta última en el mercado laboral. Además, parte de la literatura se ha centrado en analizar el peso de cada metodología por separado y no desde una perspectiva que combine diferentes metodologías. El presente trabajo tiene como objetivo analizar el impacto de los diferentes tipos de modos de enseñanza y aprendizaje en la adquisición de habilidades de los estudiantes matriculados en programas de máster en España. Este problema ha sido insuficientemente analizado en España, posiblemente debido a la dificultad para obtener datos y debido a cambios relativamente recientes en los planes de estudio. Se utilizan datos de la segunda encuesta del Observatorio para la empleabilidad y el empleo universitarios (sobre 5.337 estudiantes de 50 universidades españolas). Los hallazgos confirman la importancia sobresaliente de las metodologías activas reflejadas en otros estudios, y un análisis de correlación canónica muestra que la combinación de estas metodologías con ciertas metodologías tradicionales ofrece los mejores resultados educativos. Además, los resultados muestran la influencia de las metodologías presenciales en las habilidades interpersonales.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The digital world is witnessing an explosion of learning ecologies shaped around the cybermedia. Cases such as podcasting, an emerging medium whose contents bring together virtual communities that interact horizontally, exchanging and co-constructing knowledge. Consequently, this paper addresses learning communities related to podcasting, through a reflective process, focused on reducing the confusion generated by the virtual nature of the object of study: fragmented spaces of participation and peculiar spatial-temporal coordinates. To this end, netnography is used to conceptualize the virtual learning community and analyze its transmedia structure, distributed in multiple scenarios of social participation. The proposal can be extrapolated to other virtual communities and seeks to attract the educational community to digital environments that are within the scope of non-formal education.
{"title":"El estudio netnográfico de comunidades transmedia en torno al podcast: nuevos horizontes en la investigación de ecologías de aprendizaje digitales","authors":"I. Celaya, C. Naval, E. Arbués","doi":"10.14201/eks.23388","DOIUrl":"https://doi.org/10.14201/eks.23388","url":null,"abstract":"The digital world is witnessing an explosion of learning ecologies shaped around the cybermedia. Cases such as podcasting, an emerging medium whose contents bring together virtual communities that interact horizontally, exchanging and co-constructing knowledge. Consequently, this paper addresses learning communities related to podcasting, through a reflective process, focused on reducing the confusion generated by the virtual nature of the object of study: fragmented spaces of participation and peculiar spatial-temporal coordinates. To this end, netnography is used to conceptualize the virtual learning community and analyze its transmedia structure, distributed in multiple scenarios of social participation. The proposal can be extrapolated to other virtual communities and seeks to attract the educational community to digital environments that are within the scope of non-formal education.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48809838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The proposal of a methodology for mass courses with the support of virtual platforms, essential for the current requirements of the Information and Knowledge Society, together with the need for university educational institutions to respond to new forms of learning and communication, has been the fundamental purpose of this research. Public and private institutions must have adequate methodologies to apply them in technological platforms, such as Moodle, the most used platform at national level. The objective of this methodology is to update and improve the Ecuadorian public service in the educational field. This will allow teachers who are authors or tutors to know the instructional design of a MOOC course, the production of teaching materials, the use and application of technological tools or resources and teaching strategies, among others. In order to fulfill the objectives established in the research, interviews were conducted with directors, teachers and public servants from different universities in the country; and in the same way, a quantitative analysis of the constructs of the questionnaires applied to public servants was carried out. Based on the results of the qualitative and quantitative research, the triangulation method was proposed, to conclude with a discussion of the results.
{"title":"¿Cómo ser autor y tutor virtual aplicando metodologías educativas y estrategias de enseñanza apoyada en herramientas y recursos digitales?","authors":"Lena Ivannova Ruiz-Rojas","doi":"10.14201/eks.22805","DOIUrl":"https://doi.org/10.14201/eks.22805","url":null,"abstract":"The proposal of a methodology for mass courses with the support of virtual platforms, essential for the current requirements of the Information and Knowledge Society, together with the need for university educational institutions to respond to new forms of learning and communication, has been the fundamental purpose of this research. Public and private institutions must have adequate methodologies to apply them in technological platforms, such as Moodle, the most used platform at national level. The objective of this methodology is to update and improve the Ecuadorian public service in the educational field. This will allow teachers who are authors or tutors to know the instructional design of a MOOC course, the production of teaching materials, the use and application of technological tools or resources and teaching strategies, among others. In order to fulfill the objectives established in the research, interviews were conducted with directors, teachers and public servants from different universities in the country; and in the same way, a quantitative analysis of the constructs of the questionnaires applied to public servants was carried out. Based on the results of the qualitative and quantitative research, the triangulation method was proposed, to conclude with a discussion of the results.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42992637","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}
Training in organizations is a guarantee of the quality of work performed by the people who are part of them, so the evaluation of the training processes allows to establish the pertinent improvements to achieve results adjusted to the needs of both the people and the organization. Dual Vocational Training is a training modality that combines teaching-learning processes in educational centers and companies. The company tutor is a key agent who must have specific skills as a trainer and tutor. Evaluating these training processes allows us to establish improvements to achieve results adjusted to the needs of people and companies. The objective of the study is to analyze the aspects related to the training process of company tutors in the Dual Professional Training. An evaluative investigation has been carried out through an expost-facto design applying a questionnaire to the participants in a training. The questionnaire collects information about the profile, organization and planning of training, development, monitoring and usefulness. The results show that the facilities, the time assigned to the training development, teaching methodology, materials and classroom climate are adequate. The follow-up informs that continuous evaluation is carried out during the training. Learning is useful because the content and skills acquired by the tutors are transferable to their tutorial work in the company. It is concluded, to improve the training action, that it is necessary to increase the sample size, gather information from all the agents involved and introduce improvements in methodology and in the development of activities, incorporating specific cases adjusted to the different business sectors.
{"title":"Evaluación del proceso formativo de tutores de empresa en la Formación Profesional Dual","authors":"Marta Virgós-Sánchez, J. Burguera-Condón","doi":"10.14201/EKS.22992","DOIUrl":"https://doi.org/10.14201/EKS.22992","url":null,"abstract":"Training in organizations is a guarantee of the quality of work performed by the people who are part of them, so the evaluation of the training processes allows to establish the pertinent improvements to achieve results adjusted to the needs of both the people and the organization. Dual Vocational Training is a training modality that combines teaching-learning processes in educational centers and companies. The company tutor is a key agent who must have specific skills as a trainer and tutor. Evaluating these training processes allows us to establish improvements to achieve results adjusted to the needs of people and companies. The objective of the study is to analyze the aspects related to the training process of company tutors in the Dual Professional Training. An evaluative investigation has been carried out through an expost-facto design applying a questionnaire to the participants in a training. The questionnaire collects information about the profile, organization and planning of training, development, monitoring and usefulness. The results show that the facilities, the time assigned to the training development, teaching methodology, materials and classroom climate are adequate. The follow-up informs that continuous evaluation is carried out during the training. Learning is useful because the content and skills acquired by the tutors are transferable to their tutorial work in the company. It is concluded, to improve the training action, that it is necessary to increase the sample size, gather information from all the agents involved and introduce improvements in methodology and in the development of activities, incorporating specific cases adjusted to the different business sectors.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42104076","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}
Hernán Montes-León, Raquel Hijón- Neira, D. Pérez-Marín, S. Montes-León
The teaching-learning of programming fundamentals is increasing in secondary schools, however, it is a very difficult task for the teacher because the student has not yet achieved full development of their computational thinking, so they have difficulty in learning programming fundamentals. In this article, we describe the development of computational thinking activities prior to the teaching of programming fundamentals and we analyze the data obtained from a pre- and post-test of computational thinking applied to a control group and an experimental group. Afterwards, we analyze the results obtained from a test of programming fundamentals to both the control group and the experimental group.The activity has been evaluated during the academic year 2017-2018 by 80 high school students from 10th grade (15 and 16 years old), our results indicate that the development of activities of Computational Thinking previous to the teaching of programming fundamentals has allowed the students to assimilate in a better way the learning in the mentioned subject, that is to say, they extended their mathematical logical reasoning to develop the respective flow charts without any difficulty. That is, they expanded their mathematical logical reasoning to develop the respective flow diagrams without any difficulty.
{"title":"Improving Computational Thinking in Secondary Students with Unplugged Tasks","authors":"Hernán Montes-León, Raquel Hijón- Neira, D. Pérez-Marín, S. Montes-León","doi":"10.14201/eks.23002","DOIUrl":"https://doi.org/10.14201/eks.23002","url":null,"abstract":"The teaching-learning of programming fundamentals is increasing in secondary schools, however, it is a very difficult task for the teacher because the student has not yet achieved full development of their computational thinking, so they have difficulty in learning programming fundamentals. In this article, we describe the development of computational thinking activities prior to the teaching of programming fundamentals and we analyze the data obtained from a pre- and post-test of computational thinking applied to a control group and an experimental group. Afterwards, we analyze the results obtained from a test of programming fundamentals to both the control group and the experimental group.The activity has been evaluated during the academic year 2017-2018 by 80 high school students from 10th grade (15 and 16 years old), our results indicate that the development of activities of Computational Thinking previous to the teaching of programming fundamentals has allowed the students to assimilate in a better way the learning in the mentioned subject, that is to say, they extended their mathematical logical reasoning to develop the respective flow charts without any difficulty. That is, they expanded their mathematical logical reasoning to develop the respective flow diagrams without any difficulty.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66727838","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}
There are many technological resources available to university teachers, and their use, with a transparent teaching methodology, can improve and update higher education, both in face-to-face and virtual training. Platforms such as Kahoot!, accompanied by the student’s smartphone, allow the teacher to create a classroom response system (CRS) a fast and straightforward way. The present study, with a non-experimental design, is developed to assess the use of this tool in higher education, both in a face-to-face format and through a virtual learning environment. After applying an electronic questionnaire (20 items; ?=.958) to a sample of 148 students (94 in the face-to-face mode and 54 in the virtual mode) whose teachers had used Kahoot! with the same methodological planning, a high degree of predisposition for their employment as future teaching professionals and positive perception of the resource is detected, especially when assessing their potential for self-assessment of the learning process and assimilation of the basic concepts of the subject. Likewise, after the Mann-Whitney U test, it was found that students in the virtual mode showed a higher score than those in the face-to-face mode. It concludes by stressing the importance of teachers using technological resources such as Kahoot to promote innovative methodologies for the benefit of quality higher education. Besides, as a consequence of the previous studies, it is considered that the discrepancies found are due to a more positive evaluation in the training modality where the use of this type of resources is more innovative.
{"title":"Evaluación del empleo de Kahoot! en la enseñanza superior presencial y no presencial.","authors":"Juan Pablo Hernández-Ramos, María Luisa Belmonte","doi":"10.14201/eks.22910","DOIUrl":"https://doi.org/10.14201/eks.22910","url":null,"abstract":"There are many technological resources available to university teachers, and their use, with a transparent teaching methodology, can improve and update higher education, both in face-to-face and virtual training. Platforms such as Kahoot!, accompanied by the student’s smartphone, allow the teacher to create a classroom response system (CRS) a fast and straightforward way. The present study, with a non-experimental design, is developed to assess the use of this tool in higher education, both in a face-to-face format and through a virtual learning environment. After applying an electronic questionnaire (20 items; ?=.958) to a sample of 148 students (94 in the face-to-face mode and 54 in the virtual mode) whose teachers had used Kahoot! with the same methodological planning, a high degree of predisposition for their employment as future teaching professionals and positive perception of the resource is detected, especially when assessing their potential for self-assessment of the learning process and assimilation of the basic concepts of the subject. Likewise, after the Mann-Whitney U test, it was found that students in the virtual mode showed a higher score than those in the face-to-face mode. It concludes by stressing the importance of teachers using technological resources such as Kahoot to promote innovative methodologies for the benefit of quality higher education. Besides, as a consequence of the previous studies, it is considered that the discrepancies found are due to a more positive evaluation in the training modality where the use of this type of resources is more innovative.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844751","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}
Educational robotics, programming and computational thinking are being incorporated in the classrooms of many educational centres and at any age. In many cases, this incorporation in the curricula is well-argued and documented, but in other cases, it is done in a rash manner and without prior reflection. In Early Childhood Education, the development of computational thinking seems to have found in floor robots a tool that allows its improvement and progress. To verify if this is so, 50 experts (active teachers, trainers of future teachers and commercial technicians of educational robotics) from all over Spain were tested. The results show that although there is a high percentage of considering floor robots as an excellent tool for the development of computational thinking in Early Childhood Education, there is no consensus when using other types of practices that go beyond and also benefit this learning process. Therefore, we consider it necessary to establish a common framework and guidelines that allow the correct implementation of robotics, programming and computational thinking in Early Childhood Education. Furthermore, this is based on offering quality training to develop these concepts.
{"title":"Pensamiento computacional en Educación Infantil, más allá de los robots de suelo","authors":"J. F. Á. Herrero","doi":"10.14201/eks.22366","DOIUrl":"https://doi.org/10.14201/eks.22366","url":null,"abstract":"Educational robotics, programming and computational thinking are being incorporated in the classrooms of many educational centres and at any age. In many cases, this incorporation in the curricula is well-argued and documented, but in other cases, it is done in a rash manner and without prior reflection. In Early Childhood Education, the development of computational thinking seems to have found in floor robots a tool that allows its improvement and progress. To verify if this is so, 50 experts (active teachers, trainers of future teachers and commercial technicians of educational robotics) from all over Spain were tested. The results show that although there is a high percentage of considering floor robots as an excellent tool for the development of computational thinking in Early Childhood Education, there is no consensus when using other types of practices that go beyond and also benefit this learning process. Therefore, we consider it necessary to establish a common framework and guidelines that allow the correct implementation of robotics, programming and computational thinking in Early Childhood Education. Furthermore, this is based on offering quality training to develop these concepts.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41954407","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}
Cristian Ferrada, F. Carrillo-Rosúa, D. Díaz-Levicoy, Francisco Silva-Díaz
Upon the need for scientific schooling at a young age, the use of robotics in an educational context establishes a valuable didactic resource to develop a STEM centred education. A systematic review has been made, following the declaration Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Prisma) guidelines. The aim of this review is characterizing the scientific production related with STEM education, from working with educational robotics in primary school, thereby research questions are presented about bibliometric indicators, research methodologies employed, the relationship between STEM areas and educational robotics, or social and gender aspects. The research was made in three international databases (Scopus, ERIC and WoS), achieving to find 463 articles, of which 26 documents were selected that met the inclusion criteria. The results show that the investigations that use mixed methodologies are the most used and, at the same time, present a more significant number of citations in Google Scholar. Regarding the first authors’ gender approach and the research groups, these are presented equitably. Similarly, there are no differences in access, development, and skill acquisition among participants as a result of the investigations. Also, a more significant implementation of proposals is observed in the after-school hours, improving the attitude and acquisition of skills in STEM areas.
{"title":"La robótica desde las áreas STEM en Educación Primaria: una revisión sistemática","authors":"Cristian Ferrada, F. Carrillo-Rosúa, D. Díaz-Levicoy, Francisco Silva-Díaz","doi":"10.14201/eks.22036","DOIUrl":"https://doi.org/10.14201/eks.22036","url":null,"abstract":"Upon the need for scientific schooling at a young age, the use of robotics in an educational context establishes a valuable didactic resource to develop a STEM centred education. A systematic review has been made, following the declaration Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Prisma) guidelines. The aim of this review is characterizing the scientific production related with STEM education, from working with educational robotics in primary school, thereby research questions are presented about bibliometric indicators, research methodologies employed, the relationship between STEM areas and educational robotics, or social and gender aspects. The research was made in three international databases (Scopus, ERIC and WoS), achieving to find 463 articles, of which 26 documents were selected that met the inclusion criteria. The results show that the investigations that use mixed methodologies are the most used and, at the same time, present a more significant number of citations in Google Scholar. Regarding the first authors’ gender approach and the research groups, these are presented equitably. Similarly, there are no differences in access, development, and skill acquisition among participants as a result of the investigations. Also, a more significant implementation of proposals is observed in the after-school hours, improving the attitude and acquisition of skills in STEM areas.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828942","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}
In this article, a systematic review is carried out with the objective of identifying the existing evidences about the implementation and the advantages of the use of different digital technologies in educational programs that promote the acquisition of a second language. This systematic review follows the methodology according to the recommendations provided by the Evidence-based Software Engineering method, the checklist of The Critical Appraisal Skill Program) to evaluate the quality of the selected articles and Preferred Reporting Items for Systematic Reviews and MetaAnalysis for the preparation of the report. The databases used were Web of Science and Scopus. 8 articles are selected that meet the inclusion and exclusion criteria. Among the main results obtained, we emphasize that in the studies that use the tools of the Web 2.0, the social competences of language are integrated, specifically, the communication and interaction with purposes of production and social integration of the student in a new language. Therefore, Web 2.0 tools contribute to a more dynamic teaching of a language, generating a greater interaction that helps the acquisition of this. On the other hand, in research using Computer Based Learning tools, the individual is evaluated on specific topics of the language competencies such as phonetic and grammatical production.
在这篇文章中，我们进行了一项系统的回顾，目的是找出现有的证据，证明在促进第二语言习得的教育计划中使用不同的数字技术的实施和优势。本系统综述遵循循证软件工程方法(the Critical Appraisal Skill Program)提供的建议，评估所选文章的质量，以及用于系统综述和meta分析的首选报告项目，以准备报告。采用Web of Science和Scopus数据库，筛选出符合纳入和排除标准的8篇文章。在获得的主要结果中，我们强调，在使用Web 2.0工具的研究中，语言的社会能力得到了整合，特别是学生在新语言中以生产和社会融入为目的的交流和互动。因此，Web 2.0工具有助于更动态的语言教学，产生更大的交互，从而帮助获取语言。另一方面，在使用基于计算机的学习工具的研究中，个人在语言能力的特定主题上进行评估，如语音和语法的产生。
{"title":"Aprendizaje de un segundo idioma apoyado en tecnologías digitales: una revisión sistemática","authors":"Yasmin Stella Valencia, José Luis Serrano Sánchez","doi":"10.14201/EKS.18734","DOIUrl":"https://doi.org/10.14201/EKS.18734","url":null,"abstract":"In this article, a systematic review is carried out with the objective of identifying the existing evidences about the implementation and the advantages of the use of different digital technologies in educational programs that promote the acquisition of a second language. This systematic review follows the methodology according to the recommendations provided by the Evidence-based Software Engineering method, the checklist of The Critical Appraisal Skill Program) to evaluate the quality of the selected articles and Preferred Reporting Items for Systematic Reviews and MetaAnalysis for the preparation of the report. The databases used were Web of Science and Scopus. 8 articles are selected that meet the inclusion and exclusion criteria. Among the main results obtained, we emphasize that in the studies that use the tools of the Web 2.0, the social competences of language are integrated, specifically, the communication and interaction with purposes of production and social integration of the student in a new language. Therefore, Web 2.0 tools contribute to a more dynamic teaching of a language, generating a greater interaction that helps the acquisition of this. On the other hand, in research using Computer Based Learning tools, the individual is evaluated on specific topics of the language competencies such as phonetic and grammatical production.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44536834","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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