María Marta Formichella, M. V. Alderete, Gisela Di Meglio
Information and Communication Technologies (ICT) are now deeply embedded in educational systems across both developed and developing countries. However, research on the impact of ICT on educational outcomes is still inconclusive. This paper examines whether computers with Internet access at student´s home has a payoff in terms of mathematics, reading and science scores. Moreover, it assesses the effects of ICT in households on school failure. To do so, the research employs a matching procedure using the PISA database available for Argentina. Results show that educational performance increases between 2.5% and 3.5% among the group of students with a home computer connected to the Internet, depending on the skill considered and the matching method employed. Furthermore, ICT access at home reduces school failure by between 8% and 18%. These findings would support public policies recently implemented in the region aimed at the universalization of ICT.
{"title":"Nuevas tecnologías en los hogares: ¿Hay una recompensa educativa? Evidencias para Argentina","authors":"María Marta Formichella, M. V. Alderete, Gisela Di Meglio","doi":"10.14201/eks.23553","DOIUrl":"https://doi.org/10.14201/eks.23553","url":null,"abstract":"Information and Communication Technologies (ICT) are now deeply embedded in educational systems across both developed and developing countries. However, research on the impact of ICT on educational outcomes is still inconclusive. This paper examines whether computers with Internet access at student´s home has a payoff in terms of mathematics, reading and science scores. Moreover, it assesses the effects of ICT in households on school failure. To do so, the research employs a matching procedure using the PISA database available for Argentina. Results show that educational performance increases between 2.5% and 3.5% among the group of students with a home computer connected to the Internet, depending on the skill considered and the matching method employed. Furthermore, ICT access at home reduces school failure by between 8% and 18%. These findings would support public policies recently implemented in the region aimed at the universalization of ICT.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41343661","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}
H. Fardoun, Carina González, C. Collazos, Mohammad Yousef
The education system in times of pandemic has had to be urgently and unexpectedly transformed into a virtual modality. This paper presents an exploratory study on the main difficulties encountered by educational institutions in Iberoamerica and some strategies used in teaching and learning processes. Likewise, considering the previous analysis, an evaluation model is proposed to be considered in the contingency plans for health emergencies.
{"title":"Estudio exploratorio en iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia","authors":"H. Fardoun, Carina González, C. Collazos, Mohammad Yousef","doi":"10.14201/eks.23537","DOIUrl":"https://doi.org/10.14201/eks.23537","url":null,"abstract":"The education system in times of pandemic has had to be urgently and unexpectedly transformed into a virtual modality. This paper presents an exploratory study on the main difficulties encountered by educational institutions in Iberoamerica and some strategies used in teaching and learning processes. Likewise, considering the previous analysis, an evaluation model is proposed to be considered in the contingency plans for health emergencies.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47646103","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}
J. Marçal, Maria Manuel Borges, P. Viana, Paulo Simeão Carvalho
The support of video in the learning environment is nowadays used to many ends, for either for demonstration, research or share. It is intended to reinforce the space before and after class and introduce a new dynamic and interaction in the classroom itself. Pedagogical Innovation may be achieved by different approaches to motivate students and obtain better results. The Audiovisual didactic content has been in recent years disseminated, in the Physics domain, mainly through YouTube platform. Many aspects of video production activities can increase students’ self-esteem, increase their satisfaction with the learning experience, promote a positive attitude towards the subject, provide students with lower level of understanding with a broad individual tutoring, encouraging students to discuss with each other, exchange their opinions, and compare the results of lab activities. On the other hand, video can support research activities, offering the researcher access to a rich data aggregation to investigate the learning processes. This paper presents a revision of the literature about the potential of using video annotation in the education context and, perspectives of teachers’ use of collaborative annotation systems, to promote reflection, specifically in the domain of Physics, using an open source annotation tool. The creation of audiovisual references, either for quick access to parts of organized video annotated content by the teacher, knowledge building or revision by and for other students is analyzed. This study is complemented with a testbed, showing the potential of using audiovisual annotated content, within a k-12 context. Students were invited to select video content, annotate, organize and publish the annotations, which could support the learning process in the domain of Physics. Results show that most of the aspects under analysis received a positive evaluation, and students expressed a gain from oral lectures and access to new sources of learning. The only exception relates to the capacity of the approach to motivated students to the study of Physics, as most of the students did not see this methodology too much motivating. The impact of this research relates to alternative teaching / learning methods, within the Physics’ domain, using online video annotation, in the support of traditional exposition and memorization methodologies.
{"title":"Aprender la Física a través de anotaciones de vídeos en línea","authors":"J. Marçal, Maria Manuel Borges, P. Viana, Paulo Simeão Carvalho","doi":"10.14201/EKS.23373","DOIUrl":"https://doi.org/10.14201/EKS.23373","url":null,"abstract":"The support of video in the learning environment is nowadays used to many ends, for either for demonstration, research or share. It is intended to reinforce the space before and after class and introduce a new dynamic and interaction in the classroom itself. Pedagogical Innovation may be achieved by different approaches to motivate students and obtain better results. The Audiovisual didactic content has been in recent years disseminated, in the Physics domain, mainly through YouTube platform. Many aspects of video production activities can increase students’ self-esteem, increase their satisfaction with the learning experience, promote a positive attitude towards the subject, provide students with lower level of understanding with a broad individual tutoring, encouraging students to discuss with each other, exchange their opinions, and compare the results of lab activities. On the other hand, video can support research activities, offering the researcher access to a rich data aggregation to investigate the learning processes. This paper presents a revision of the literature about the potential of using video annotation in the education context and, perspectives of teachers’ use of collaborative annotation systems, to promote reflection, specifically in the domain of Physics, using an open source annotation tool. The creation of audiovisual references, either for quick access to parts of organized video annotated content by the teacher, knowledge building or revision by and for other students is analyzed. This study is complemented with a testbed, showing the potential of using audiovisual annotated content, within a k-12 context. Students were invited to select video content, annotate, organize and publish the annotations, which could support the learning process in the domain of Physics. Results show that most of the aspects under analysis received a positive evaluation, and students expressed a gain from oral lectures and access to new sources of learning. The only exception relates to the capacity of the approach to motivated students to the study of Physics, as most of the students did not see this methodology too much motivating. The impact of this research relates to alternative teaching / learning methods, within the Physics’ domain, using online video annotation, in the support of traditional exposition and memorization methodologies.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992052","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}
Florina Guadalupe Arrendondo Trapero, José Carlos Vázquez Parra, Martín de Jesús González Martínez
espanolEl objetivo de este documento es analizar la idea que tienen los profesores mexicanos de alumnos de nivel elemental a nivel intermedio sobre la ciudadania digital, tomando las siguientes variables independientes: genero, edad, region y nivel educativo impartido. La hipotesis es que tales variables afectan a lo que los profesores creen que es la ciudadania digital. Esta investigacion se ha llevado a cabo con un grupo de 220 maestros de educacion primaria e intermedia en un Estado ubicado en el noreste de Mexico. Los hallazgos muestran que los maestros varones estan mas inclinados a usar indicadores relacionados con la mejora del rendimiento academico, y menos interesados en los indicadores relacionados con la armonia en el entorno de grupo / escuela. Ademas, los maestros jovenes tienden a trabajar con ideas que estan mas centradas en el estudiante y menos dirigidas por el maestro, en contraste con sus companeros mayores, que prefieren ideas mas centradas en el maestro sobre las centradas en el estudiante. Finalmente, los maestros de educacion primaria buscan enfocar sus ideas en los padres y la comunidad en lugar de en los estudiantes, mientras que aquellos que ensenan a nivel intermedio enfocan sus ideas mas en los estudiantes y menos hacia sus padres y la comunidad. Si las escuelas planean centrarse en el desarrollo de competencias para la ciudadania digital, es importante considerar como parte de la estrategia educativa el perfil del profesor en terminos de genero, edad y nivel educativo en el que ensenan, puesto qeu influye en sus ideas. EnglishThe aim of this paper is to analyse ideas about digital citizenship in Mexican teachers of pupils from elementary through to intermediate level, taking the following as independent variables: gender, age, region and the educational level taught. The hypothesis is that such variables affect what the teachers believe digital citizenship to be. This research is carried out on a group of 220 elementary and intermediate education teachers in a state located in northeast Mexico. Findings show that male teachers are more inclined to use indicators related to the improvement of academic performance, and less interested in indicators related to harmony in the group/school environment. In addition, young teachers tend to work with ideas that are more student-focused and less teacher-led, in contrast to their older peers, who favour more teacher-focused ideas over student-centred ones. Finally, elementary education teachers seek to focus their ideas on parents and the community instead of on students, while those teaching at intermediate level target their ideas more on students and less towards their parents and the community. If schools are planning to focus on the development of competences for digital citizenship, it is important to consider as part of the educational strategy how the profile of the teacher in terms of gender, age, and the educational level at which they teach influences their ideas.
{"title":"Digital Citizenship Approach and Teacher Profile","authors":"Florina Guadalupe Arrendondo Trapero, José Carlos Vázquez Parra, Martín de Jesús González Martínez","doi":"10.14201/EKS.20954","DOIUrl":"https://doi.org/10.14201/EKS.20954","url":null,"abstract":"espanolEl objetivo de este documento es analizar la idea que tienen los profesores mexicanos de alumnos de nivel elemental a nivel intermedio sobre la ciudadania digital, tomando las siguientes variables independientes: genero, edad, region y nivel educativo impartido. La hipotesis es que tales variables afectan a lo que los profesores creen que es la ciudadania digital. Esta investigacion se ha llevado a cabo con un grupo de 220 maestros de educacion primaria e intermedia en un Estado ubicado en el noreste de Mexico. Los hallazgos muestran que los maestros varones estan mas inclinados a usar indicadores relacionados con la mejora del rendimiento academico, y menos interesados en los indicadores relacionados con la armonia en el entorno de grupo / escuela. Ademas, los maestros jovenes tienden a trabajar con ideas que estan mas centradas en el estudiante y menos dirigidas por el maestro, en contraste con sus companeros mayores, que prefieren ideas mas centradas en el maestro sobre las centradas en el estudiante. Finalmente, los maestros de educacion primaria buscan enfocar sus ideas en los padres y la comunidad en lugar de en los estudiantes, mientras que aquellos que ensenan a nivel intermedio enfocan sus ideas mas en los estudiantes y menos hacia sus padres y la comunidad. Si las escuelas planean centrarse en el desarrollo de competencias para la ciudadania digital, es importante considerar como parte de la estrategia educativa el perfil del profesor en terminos de genero, edad y nivel educativo en el que ensenan, puesto qeu influye en sus ideas. EnglishThe aim of this paper is to analyse ideas about digital citizenship in Mexican teachers of pupils from elementary through to intermediate level, taking the following as independent variables: gender, age, region and the educational level taught. The hypothesis is that such variables affect what the teachers believe digital citizenship to be. This research is carried out on a group of 220 elementary and intermediate education teachers in a state located in northeast Mexico. Findings show that male teachers are more inclined to use indicators related to the improvement of academic performance, and less interested in indicators related to harmony in the group/school environment. In addition, young teachers tend to work with ideas that are more student-focused and less teacher-led, in contrast to their older peers, who favour more teacher-focused ideas over student-centred ones. Finally, elementary education teachers seek to focus their ideas on parents and the community instead of on students, while those teaching at intermediate level target their ideas more on students and less towards their parents and the community. If schools are planning to focus on the development of competences for digital citizenship, it is important to consider as part of the educational strategy how the profile of the teacher in terms of gender, age, and the educational level at which they teach influences their ideas.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44709464","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}
Andrés Chiappe Laverde, A. T. D. Samper, Alejandro Emilio Wills Fonseca, Ignacio Restrepo Uribe
espanolAunque la educacion del siglo XXI ha sido ampliamente debatida y presentada en la literatura, la realidad de las escuelas actuales, especialmente en los paises en desarrollo, muestra una imagen muy alejada de lo que deberia ser una educacion flexible, personalizada, orientada al desarrollo de habilidades blandas y basada en el uso de Tecnologias de la Informacion y la Comunicacion (TIC). Abordar esta situacion en detalle seria el primer paso para comprenderla y proporcionar elementos de trabajo concretos para los docentes, los directores escolares y los responsables de la politica educativa, especialmente para aquellos que trabajan en contextos educativos adversos. Este articulo presenta una revision sistematica de literatura centrada en la identificacion de ideas clave sobre la educacion del siglo XXI como posibles factores de transformacion de la actual escuela. La revision incluyo 780 informes de investigacion sobre la educacion del siglo XXI, 101 de los cuales fueron leidos en profundidad y analizados cualitativamente. Los resultados revelaron que, si bien la mayoria de las ideas clave relacionadas con la educacion del siglo XXI no son completamente nuevas, estan floreciendo, como bellas durmientes, con nuevas posibilidades de implementacion debido a la evolucion del desarrollo tecnologico actual. Algunas de las bellas durmientes educativas a destacar son: las rutas personales de aprendizaje, la ensenanza basada en la investigacion, el curriculo abierto, flexible y apoyado digitalmente y el aprendizaje a lo largo de la vida. EnglishAlthough 21st-century education has been widely debated and presented in the literature, the reality of today’s schools, especially in developing countries, shows a very distant image of what should be a flexible, personalized, soft skills-oriented education, based on the use of Information and Communication Technologies (ICT). To address this situation should be the first step in order to understand it and provide concrete work elements for teachers, school principals and policymakers, especially for those who work in adverse educational contexts. This article presents a systematic literature review focused on the identification of critical ideas about 21st-century education as possible factors of a transformation of the current school. The review included 780 research reports on 21st-century education, which were coded and processed through text mining. A selection of 101 reports was read in-depth and qualitatively analyzed. The results revealed that although most of the critical ideas related to 21st-century education are not brand new, they are flourishing, like sleeping beauties, with new possibilities of implementation due to the evolution of current technological development. Some of the educational sleeping beauties to highlight are personal learning paths, research-based teaching, open, flexible and digitally supported curriculum, and lifelong learning.
{"title":"21st-Century Education or the Awakening of the Sleeping Beauties: A Systematic Literature Review","authors":"Andrés Chiappe Laverde, A. T. D. Samper, Alejandro Emilio Wills Fonseca, Ignacio Restrepo Uribe","doi":"10.14201/EKS.20918","DOIUrl":"https://doi.org/10.14201/EKS.20918","url":null,"abstract":"espanolAunque la educacion del siglo XXI ha sido ampliamente debatida y presentada en la literatura, la realidad de las escuelas actuales, especialmente en los paises en desarrollo, muestra una imagen muy alejada de lo que deberia ser una educacion flexible, personalizada, orientada al desarrollo de habilidades blandas y basada en el uso de Tecnologias de la Informacion y la Comunicacion (TIC). Abordar esta situacion en detalle seria el primer paso para comprenderla y proporcionar elementos de trabajo concretos para los docentes, los directores escolares y los responsables de la politica educativa, especialmente para aquellos que trabajan en contextos educativos adversos. Este articulo presenta una revision sistematica de literatura centrada en la identificacion de ideas clave sobre la educacion del siglo XXI como posibles factores de transformacion de la actual escuela. La revision incluyo 780 informes de investigacion sobre la educacion del siglo XXI, 101 de los cuales fueron leidos en profundidad y analizados cualitativamente. Los resultados revelaron que, si bien la mayoria de las ideas clave relacionadas con la educacion del siglo XXI no son completamente nuevas, estan floreciendo, como bellas durmientes, con nuevas posibilidades de implementacion debido a la evolucion del desarrollo tecnologico actual. Algunas de las bellas durmientes educativas a destacar son: las rutas personales de aprendizaje, la ensenanza basada en la investigacion, el curriculo abierto, flexible y apoyado digitalmente y el aprendizaje a lo largo de la vida. EnglishAlthough 21st-century education has been widely debated and presented in the literature, the reality of today’s schools, especially in developing countries, shows a very distant image of what should be a flexible, personalized, soft skills-oriented education, based on the use of Information and Communication Technologies (ICT). To address this situation should be the first step in order to understand it and provide concrete work elements for teachers, school principals and policymakers, especially for those who work in adverse educational contexts. This article presents a systematic literature review focused on the identification of critical ideas about 21st-century education as possible factors of a transformation of the current school. The review included 780 research reports on 21st-century education, which were coded and processed through text mining. A selection of 101 reports was read in-depth and qualitatively analyzed. The results revealed that although most of the critical ideas related to 21st-century education are not brand new, they are flourishing, like sleeping beauties, with new possibilities of implementation due to the evolution of current technological development. Some of the educational sleeping beauties to highlight are personal learning paths, research-based teaching, open, flexible and digitally supported curriculum, and lifelong learning.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66727253","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}
Vanessa Agredo Delgado, Pablo Hernando Ruiz Melenje, C. A. C. Ordóñez, Fernando Moreira, Habib M. Fardoune
espanolEl uso de las modernas tecnologias de la informacion y la comunicacion se ha convertido en una de las ideas mas prometedoras para mejorar la ensenanza y el aprendizaje. Un ejemplo es el aprendizaje colaborativo apoyado por computadora, que se ocupa de estudiar como las personas pueden aprender en conjunto con la ayuda de computadoras y que, si se implementa de manera adecuada, puede proporcionar un entorno ideal en el que la interaccion entre los estudiantes juega un papel importante en este proceso de aprendizaje. Sin embargo, la actividad de desarrollo en un grupo con el uso de una herramienta no garantiza una colaboracion correcta y, ademas, otro problema aparente es: para los educadores es mas facil seguir las practicas aceptadas que abrir nuevos caminos que reemplacen el modelo de tutoria tradicional, con algo radical como el trabajo en grupo con la ayuda de las computadoras. Por esta razon, es necesario tener elementos que digan que y como apoyar el proceso de aprendizaje colaborativo para mejorar la colaboracion y las acciones de los maestros. En este documento, proponemos un catalogo de lineamientos metodologicos para resolver estos problemas, que son una solucion recurrente a un problema estandar que ayudan a comunicar y reutilizar el conocimiento en este contexto, proporcionando grandes beneficios para el desarrollo de actividades de aprendizaje colaborativo reutilizables, flexibles y personalizables. De acuerdo con la validacion, se puede considerar que nuestra propuesta es util, aplicable y facil de usar en la aplicacion de actividades colaborativas y con su uso, la colaboracion mejora. EnglishThe use of modern information and communication technology, it has become in one of the most promising ideas to improve teaching and learning. An example is the computer-supported collaborative learning, which is concerned with studying how people can learn together with the help of computers and that if implemented appropriately, can provide an ideal environment in which interaction among students plays an important role in this learning process. However, development activity in a group with the use of a tool does not ensure a right collaboration and in addition, another problem apparent is: for the educators is easier to follow accepted practices than to carve out new paths replacing the traditional lecture-tutorial model with something radical as group work with the help of computers. For this reason, it is necessary to have elements that say what and how to support the collaborative learning process for improving the collaboration and the actions of teachers. In this paper, we propose a methodological guidelines catalog for solving these problems, which are a recurring solution to a standard problem that helps to communicate and reuse knowledge in this context, providing great benefits for the development of reusable, flexible, and customizable collaborative learning activities. According to the validation, it can be considered that o
使用现代信息和通信技术已成为改善教学和学习的最有希望的想法之一。计算机辅助支持协作式学习,就是一个很好的例子。该研究如人可以在电脑的帮助下一起学习,如果充分加以实现,可以提供一个理想的环境,在学生之间interaccion学习在这一进程中发挥重要作用。然而,发展活动小组使用工具,不保证正确colaboracion明显,此外,另一个问题是:教育工作者更容易接受遵循实践,开拓创新,传统tutoria模式所取代,一些激进的工作小组的帮助下电脑。因此，有必要有一些元素来说明什么以及如何支持协作学习过程，以提高教师的协作和行动。在本文,我们一想metodologicos准则来解决这些问题,经常出现一个标准问题解决方案,帮助传达和重用知识这方面,提供协作式学习活动取得巨大发展,可灵活,可自定义。根据验证，我们可以认为我们的建议在协作活动的应用中是有用的、适用的和易于使用的，并且随着它的使用，协作得到了改善。使用现代信息和通信技术，它已成为改善教学和学习的最有希望的想法之一。一个例子是计算机支持的协作学习，它关注的是研究人们如何在计算机的帮助下一起学习，如果适当实施，可以提供一个理想的环境，使学生之间的互动在这一学习过程中发挥重要作用。然而,发展activity in a group with the use of a tool并不确保right collaboration and in addition, another problem表观is: for the·is easier to跟随的做法than to carve out new paths replacing传统lecture-tutorial model with一些激进的group work with the help of计算机。为此，必须有一些要素说明什么以及如何支持协作学习过程，以改进教师的协作和行动。在本文中，我们提出了解决这些问题的方法指南目录，这是一个标准问题的循环解决方案，有助于在此背景下交流和重用知识，为开发可重复使用、灵活和可定制的协作学习活动提供了巨大的好处。根据验证，可以认为我们的建议在协作活动的应用中是有用的、适用的和易于使用的，通过它的使用，协作得到了改善。
{"title":"Methodological guidelines catalog to support the collaborative learning process","authors":"Vanessa Agredo Delgado, Pablo Hernando Ruiz Melenje, C. A. C. Ordóñez, Fernando Moreira, Habib M. Fardoune","doi":"10.14201/EKS.22204","DOIUrl":"https://doi.org/10.14201/EKS.22204","url":null,"abstract":"espanolEl uso de las modernas tecnologias de la informacion y la comunicacion se ha convertido en una de las ideas mas prometedoras para mejorar la ensenanza y el aprendizaje. Un ejemplo es el aprendizaje colaborativo apoyado por computadora, que se ocupa de estudiar como las personas pueden aprender en conjunto con la ayuda de computadoras y que, si se implementa de manera adecuada, puede proporcionar un entorno ideal en el que la interaccion entre los estudiantes juega un papel importante en este proceso de aprendizaje. Sin embargo, la actividad de desarrollo en un grupo con el uso de una herramienta no garantiza una colaboracion correcta y, ademas, otro problema aparente es: para los educadores es mas facil seguir las practicas aceptadas que abrir nuevos caminos que reemplacen el modelo de tutoria tradicional, con algo radical como el trabajo en grupo con la ayuda de las computadoras. Por esta razon, es necesario tener elementos que digan que y como apoyar el proceso de aprendizaje colaborativo para mejorar la colaboracion y las acciones de los maestros. En este documento, proponemos un catalogo de lineamientos metodologicos para resolver estos problemas, que son una solucion recurrente a un problema estandar que ayudan a comunicar y reutilizar el conocimiento en este contexto, proporcionando grandes beneficios para el desarrollo de actividades de aprendizaje colaborativo reutilizables, flexibles y personalizables. De acuerdo con la validacion, se puede considerar que nuestra propuesta es util, aplicable y facil de usar en la aplicacion de actividades colaborativas y con su uso, la colaboracion mejora. EnglishThe use of modern information and communication technology, it has become in one of the most promising ideas to improve teaching and learning. An example is the computer-supported collaborative learning, which is concerned with studying how people can learn together with the help of computers and that if implemented appropriately, can provide an ideal environment in which interaction among students plays an important role in this learning process. However, development activity in a group with the use of a tool does not ensure a right collaboration and in addition, another problem apparent is: for the educators is easier to follow accepted practices than to carve out new paths replacing the traditional lecture-tutorial model with something radical as group work with the help of computers. For this reason, it is necessary to have elements that say what and how to support the collaborative learning process for improving the collaboration and the actions of teachers. In this paper, we propose a methodological guidelines catalog for solving these problems, which are a recurring solution to a standard problem that helps to communicate and reuse knowledge in this context, providing great benefits for the development of reusable, flexible, and customizable collaborative learning activities. According to the validation, it can be considered that o","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66727828","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}
espanolLa interactividad con el publico en los museos fruto del desarrollo de las Tecnologias de la Informacion y Comunicacion ha revolucionado las posibilidades divulgativas en estos espacios culturales: digitalizacion de contenidos, visita virtual, pantallas interactivas y aplicaciones sociales, entre otros, por lo que mas museos han comenzado a integrarlas en sus estrategias de comunicacion. El objetivo de la presente investigacion es analizar los habitos de uso y consumo digitales de los usuarios de los museos de Castilla y Leon, y desvelar el impacto de las aplicaciones digitales en Internet en el publico de estos espacios culturales en un contexto de aprendizaje. Se trata de un estudio de caracter estadistico-descriptivo donde se presentan los resultados de un cuestionario realizado a 619 visitantes del Museo de La Evolucion Humana y El Museo Art Nouveau y Art Deco – Casa Lis. Entre los principales resultados destaca el escaso interes mostrado por el publico joven ante los recursos de la pagina web de los museos de la muestra; el gran valor que los encuestados otorgan a la tarea divulgativa de las herramientas digitales para la adquisicion de nuevos conocimientos; y un mayor impacto de uso e interaccion entre web y visitantes adultos respecto a los publicos mas jovenes que puede deberse a la falta de adaptabilidad de los museos estudiados a las nuevas formas de consumo cultural de las nuevas generaciones. EnglishThe interactivity with the public in museums as a result of the development of Information and Communication Technologies has revolutionized the informative possibilities in these cultural spaces: digitization of contents, virtual visit, interactive screens and social applications, among others, so more museums have begun to integrate them into their communication strategies. The objective of this research is to analyze the habits of digital use and consumption of users of the museums of Castilla y Leon, and to reveal the impact of digital applications on the Internet in the public of these cultural spaces in a learning context. It is a statistical - descriptive study where the results of a questionnaire made by 619 visitors of the Museum of Human Evolution and The Art Nouveau and Art Deco Museum - Casa Lis are presented. Among the main results, there is a lack of interest shown by the young public regarding the resources of the website of the museums in the sample; the great value that the respondents give to the informative task of the digital tools for the acquisition of new knowledge; and a greater impact of use and interaction between web and adult visitors with respect to younger audiences, which may be due to the lack of adaptability of the museums studied to the new forms of cultural consumption of the new generations.
espanolLa互动性与博物馆的公众将水果发展科技信息并静默了一级文化在这些虚拟内容,请访问:digitalizacion、互动和社交应用,显示器等,因此更多的博物馆已开始纳入其战略沟通。本研究的目的是分析卡斯蒂利亚和里昂博物馆用户的数字使用和消费习惯，并揭示互联网上的数字应用对这些文化空间的公众在学习背景下的影响。这是一项统计描述性研究，对人类进化博物馆和新艺术和装饰艺术博物馆- Casa Lis的619名游客进行了问卷调查。在主要结果中，突出了年轻公众对展览博物馆网站资源的兴趣不足;受访者高度重视数字工具获取新知识的信息任务;网络和成人游客之间的使用和互动对年轻观众的影响更大，这可能是由于被研究的博物馆对新一代文化消费的新形式缺乏适应性。EnglishThe interactivity with the public in博物馆因此of the development of Information and Communication Technologies你revolutionized the说明问题志愿这些文化spaces:虚拟内容,visit digitization interactive社会screens and applications,案中,so more博物馆已经begun to将他们纳入他们的通讯战略。本研究的目的是分析Castilla y Leon博物馆用户的数字使用和消费习惯，并揭示互联网上的数字应用对这些文化空间在学习环境中的公众的影响。这是一项统计-描述研究，由人类进化博物馆和新艺术和装饰艺术博物馆- Casa Lis的619名游客进行的调查结果。在主要结果中，年轻公众对样本中博物馆网站的资源缺乏兴趣;受访者对获取新知识的数字工具的信息任务所给予的巨大价值;网络与成年观众之间的使用和互动对年轻观众产生了更大的影响，这可能是因为研究博物馆对新一代文化消费的新形式缺乏适应性。
{"title":"Comunicación y Educación en los Museos, espacios de interacción en la Zona de Desarrollo Próximo en España","authors":"F. O. Mohedano, I. Martín, Martha Peláez","doi":"10.14201/eks.21015","DOIUrl":"https://doi.org/10.14201/eks.21015","url":null,"abstract":"espanolLa interactividad con el publico en los museos fruto del desarrollo de las Tecnologias de la Informacion y Comunicacion ha revolucionado las posibilidades divulgativas en estos espacios culturales: digitalizacion de contenidos, visita virtual, pantallas interactivas y aplicaciones sociales, entre otros, por lo que mas museos han comenzado a integrarlas en sus estrategias de comunicacion. El objetivo de la presente investigacion es analizar los habitos de uso y consumo digitales de los usuarios de los museos de Castilla y Leon, y desvelar el impacto de las aplicaciones digitales en Internet en el publico de estos espacios culturales en un contexto de aprendizaje. Se trata de un estudio de caracter estadistico-descriptivo donde se presentan los resultados de un cuestionario realizado a 619 visitantes del Museo de La Evolucion Humana y El Museo Art Nouveau y Art Deco – Casa Lis. Entre los principales resultados destaca el escaso interes mostrado por el publico joven ante los recursos de la pagina web de los museos de la muestra; el gran valor que los encuestados otorgan a la tarea divulgativa de las herramientas digitales para la adquisicion de nuevos conocimientos; y un mayor impacto de uso e interaccion entre web y visitantes adultos respecto a los publicos mas jovenes que puede deberse a la falta de adaptabilidad de los museos estudiados a las nuevas formas de consumo cultural de las nuevas generaciones. EnglishThe interactivity with the public in museums as a result of the development of Information and Communication Technologies has revolutionized the informative possibilities in these cultural spaces: digitization of contents, virtual visit, interactive screens and social applications, among others, so more museums have begun to integrate them into their communication strategies. The objective of this research is to analyze the habits of digital use and consumption of users of the museums of Castilla y Leon, and to reveal the impact of digital applications on the Internet in the public of these cultural spaces in a learning context. It is a statistical - descriptive study where the results of a questionnaire made by 619 visitors of the Museum of Human Evolution and The Art Nouveau and Art Deco Museum - Casa Lis are presented. Among the main results, there is a lack of interest shown by the young public regarding the resources of the website of the museums in the sample; the great value that the respondents give to the informative task of the digital tools for the acquisition of new knowledge; and a greater impact of use and interaction between web and adult visitors with respect to younger audiences, which may be due to the lack of adaptability of the museums studied to the new forms of cultural consumption of the new generations.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66727304","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}
F. García-Peñalvo, Alessandro Bello, Á. Domínguez, Rosaura M. Romero Chacón
W-STEM project is working to reduce the existing gender gap in Science, specifically in STEM fields in Latin America. During an International Leadership Summit, held in Cartagena de Indias (Colombia) on November 26 th , 2019 within the project scope, forty-four people, including researchers and policymakers at the higher education institutions, participated in a World Cafe conversation to discuss about the potential actions, policies and strategies might be develop in the universities to reduce the above mentioned gender gap in STEM studies. Four tables were conducted, and this paper summarizes the most outstanding conclusions of the conversations.
{"title":"Acciones, políticas y estrategias para el balance de género en el ámbito STEM: Resultados de una dinámica World Café","authors":"F. García-Peñalvo, Alessandro Bello, Á. Domínguez, Rosaura M. Romero Chacón","doi":"10.14201/eks2019_20_a31","DOIUrl":"https://doi.org/10.14201/eks2019_20_a31","url":null,"abstract":"W-STEM project is working to reduce the existing gender gap in Science, specifically in STEM fields in Latin America. During an International Leadership Summit, held in Cartagena de Indias (Colombia) on November 26 th , 2019 within the project scope, forty-four people, including researchers and policymakers at the higher education institutions, participated in a World Cafe conversation to discuss about the potential actions, policies and strategies might be develop in the universities to reduce the above mentioned gender gap in STEM studies. Four tables were conducted, and this paper summarizes the most outstanding conclusions of the conversations.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47526277","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 primary purpose of this study is to investigate the relationship between loneliness, malicious envy and cyberbullying perpetration of emerging adults. The research group was conducted by 580 emerging adults, aged between 18 and 25. Data was collected with Demographical Information Form, Revised Cyberbullying Inventory, Social and Emotional Loneliness Scale, Virtual Environment Loneliness Scale, Benign and Malicious Envy Scale. Results showed that there are only significant relationships between family loneliness, virtual loneliness, malicious envy, and cyberbullying. Only family loneliness and malicious envy significantly predicted cyberbullying positively. The results indicated that the cyberbullying level of males was higher than the cyberbullying level of females. Moreover, according to their parents’ marital status, the results showed that cyberbullying level of emerging adults whose parents had been divorced was higher than emerging adults having intact families. There were no significant differences between the cyberbullying level of emerging adults regarding their demographical facilities such as having a sibling, income level of their family, their living space, relationship status and employment status.
{"title":"La relación entre la soledad, la envidia maliciosa y el ciberacoso en adultos emergentes","authors":"Melis Seray Ozden-Yildirim","doi":"10.14201/eks2019_20_a30","DOIUrl":"https://doi.org/10.14201/eks2019_20_a30","url":null,"abstract":"The primary purpose of this study is to investigate the relationship between loneliness, malicious envy and cyberbullying perpetration of emerging adults. The research group was conducted by 580 emerging adults, aged between 18 and 25. Data was collected with Demographical Information Form, Revised Cyberbullying Inventory, Social and Emotional Loneliness Scale, Virtual Environment Loneliness Scale, Benign and Malicious Envy Scale. Results showed that there are only significant relationships between family loneliness, virtual loneliness, malicious envy, and cyberbullying. Only family loneliness and malicious envy significantly predicted cyberbullying positively. The results indicated that the cyberbullying level of males was higher than the cyberbullying level of females. Moreover, according to their parents’ marital status, the results showed that cyberbullying level of emerging adults whose parents had been divorced was higher than emerging adults having intact families. There were no significant differences between the cyberbullying level of emerging adults regarding their demographical facilities such as having a sibling, income level of their family, their living space, relationship status and employment status.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42071715","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}
Special section devoted to Turkish’ education, which comprises five selected papers after a peer-review process.
专门讨论土耳其教育的部分，包括五篇经过同行评议的论文。
{"title":"Investigación actual en la educación de Turquía","authors":"Jesús García Laborda","doi":"10.14201/EKS2019_20_A25","DOIUrl":"https://doi.org/10.14201/EKS2019_20_A25","url":null,"abstract":"Special section devoted to Turkish’ education, which comprises five selected papers after a peer-review process.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48167091","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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