RELATEC: Latin American Journal of Educational Technology最新文献

{"title":"Utilização do Instagram no ensino e aprendizagem de português língua estrangeira por alunos chineses na Universidade de Aveiro","authors":"C. Barbosa, Jailma Bulhões, Yuxiong Zhang, A. Moreira","doi":"10.17398/1695-288X.16.1.21","DOIUrl":"https://doi.org/10.17398/1695-288X.16.1.21","url":null,"abstract":"EnglishThe main purpose of this article is to highlight the potential of the Instagram social network as a didactic resource for teaching and learning languages. To do so, it presents a pilot study titled #aveiroenossople (Aveiro is ours PLE) about the use of Instagram in complementary activities in the teaching of Portuguese for Chinese students of Portuguese as a Foreign Language (PFL) of the University of Aveiro, whose products were advertised on the page Of the # AveiroeNosso-PLE project on the Wix platform. In order to study whether the Instagram social tool can contribute to the development of discursive skills of Chinese learners, both in the oral and written modalities, the study proposal was anchored in a conception of language as process and interaction, from which one understands the production and comprehension of text – oral or written – as social practice. In the methodological path, three stages were accomplished in the development of the work, namely: (i) planning, (ii) implementation, and (iii) evaluation. In general terms, the results point to contributions from the use of Instagram for the development of competences related to textual and multimodal production and comprehension, the cultural competences necessary and intrinsic to the learning of a foreign language, as well as for the formation of learning communities by means of the interactions between the participants. portuguesO presente artigo tem como principal escopo evidenciar as potencialidades da rede social Instagram como recurso didatico para o ensino e aprendizagem de linguas. Para tanto, apresenta um estudo-piloto intitulado #aveiroenossople (Aveiro e nosso PLE) sobre o uso do Instagram em atividades complementares no ensino do Portugues para alunos chineses de Portugues Lingua Estrangeira (PLE) da Universidade de Aveiro, cujos produtos foram publicitados na pagina do projeto #AveiroeNosso-PLE na plataforma Wix. Com o objetivo de investigar se a ferramenta social Instagram pode contribuir para o desenvolvimento de competencias discursivas de aprendentes chineses, tanto na modalidade oral, quanto na escrita, a proposta em estudo foi ancorada numa concepcao de lingua como processo e interacao, a partir da qual se compreende a producao e compreensao de texto – oral ou escrito – como pratica social. No percurso metodologico foram cumpridas 3 etapas no desenvolvimento do trabalho, nomeadamente: (i) planeamento, (ii) implementacao, e (iii) avaliacao. Em linhas gerais, os resultados apontam para contribuicoes do uso do Instagram para o desenvolvimento de competencias ligadas a producao e compreensao textual e multimodal, a competencias culturais necessarias e intrinsecas a aprendizagem de uma lingua estrangeira, bem como para a formacao de comunidades de aprendizagem por meio da interacao entre os participantes","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126387429","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}

{"title":"Realidad Aumentada en Educación Primaria: efectos sobre el aprendizaje","authors":"Purificación Toledo Morales, J. García","doi":"10.17398/1695-288X.16.1.79","DOIUrl":"https://doi.org/10.17398/1695-288X.16.1.79","url":null,"abstract":"El uso de Realidad Aumentada (RA) lleva a investigar los efectos de su utilizacion en los entornos educativos, si modifica y facilita la adquisicion de conocimientos, la atencion y la motivacion, asi como el rendimiento academico del alumnado, y las percepciones que tenian tras el uso de este novedosa tecnologia. La muestra del estudio la formaron 46 alumnos de dos aulas de 6o de educacion primaria de un colegio de la provincia de Sevilla (Espana), asignados a un grupo control de 22 alumnos y a un grupo experimental de 24 alumnos, con el cual se utilizo herramientas de RA. El diseno cuasi-experimental llevo a utilizar herramientas que recogieron datos de forma cuantitativa y cualitativa. Para la realizacion de este estudio utilizamos contenidos de RA durante cinco semanas, periodo necesario para impartir el tema seleccionado para el que se crearon  contenidos especificos. Su uso revelo una mejora significativa en el proceso de aprendizaje y la adquisicion de conocimientos por los alumnos. Se puede apreciar una mejora de las calificaciones, la adquisicion de conocimientos y la mejora en el rendimiento que es deseable y beneficiosa. La percepcion por parte del alumnado y el profesorado de esta tecnologia es positiva y les parece incentivadora, motivadora y capaz de propiciar una mejora en el proceso de ensenanza y aprendizaje.AbstractThe use of Augmented Reality (AR) leads to investigate the effects of its use in educational environments, if it modifies and facilitates the acquisition of knowledge, attention and motivation, as well as the academic performance of students, and the perceptions they had The use of this new technology. The sample of the study was formed by 46 students from two classrooms of 6o of primary education of a school of the province of Seville (Spain), assigned to a control group of 22 students and to an experimental group of 24 students, with which tools were used of AR. The quasi-experimental design led to the use of tools that collected data in a quantitative and qualitative way. To carry out this study we used AR content for five weeks, a period necessary to impart the selected topic for which specific contents were created. Its use revealed a significant improvement in the learning process and the acquisition of knowledge by students. It is possible to appreciate an improvement of the qualifications, the acquisition of knowledge and the improvement in the performance that is desirable and beneficial. The perception by the students and teachers of this technology is positive and seems encouraging, motivating and capable of promoting an improvement in the teaching and learning process.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133000337","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}

{"title":"Competencias comunicativas mediadas en estudiantes universitarios mayores. Alfabetización tecnológica como experiencia innovadora","authors":"Alfonso Javier García González, M. R. B. Gómez-Millán, Laura Rubio","doi":"10.17398/1695-288X.16.1.67","DOIUrl":"https://doi.org/10.17398/1695-288X.16.1.67","url":null,"abstract":"espanolLa globalizacion ha supuesto un cambio en los estilos de interaccion comunicativa, cada vez mas mediada digitalmente. Por ello, aquellos que encuentran dificultades en el acceso o manejo de las nuevas tecnologias de la informacion y la comunicacion (personas situadas en la brecha digital) se encuentran en claro riesgo de exclusion social. El colectivo de personas mayores debe adquirir competencias de manejo de estas herramientas como recurso para el envejecimiento activo. Los programas Universitarios de Mayores pueden ser un recurso para la adquisicion y entrenamiento de competencias digitales; en este contexto, se describe una experiencia de entrenamiento de competencias de alfabetizacion digital mediante aprendizaje colaborativo con una metodologia de Aprendizaje Basado en Problemas. Los resultados de la intervencion muestran que los mayores pueden aprender y aprenden competencias para la identificacion de contenidos a adquirir, su busqueda en la red, analisis y manejo; asi como competencias de empleo sistematico adecuado de herramientas de comunicacion interpersonal electronicamente mediadas. En este proceso de aprendizaje, las tutorias virtuales constituyen un poderoso recurso para estos estudiantes. La evaluacion de la adquisicion de competencias mediante rubricas puede ser una herramienta accesible mas alla de las baterias estandarizadas de evaluacion. EnglishThe globalization has meant a change in styles of communicative interaction, increasingly digitally mediated. Therefore, those who encounter difficulties in access or use new information and communications technologies (persons located in the digital gap) are at risk of social exclusion. The group of older people must acquire competences to management these tools as a resource for active aging. Senior University Programs can be a resource for the acquisition and training of the digital competences; in this context, a training experience is described, through Problem Based Learning methodology to improve digital competences. The results show that the intervention can improve that skills related to identifying contents to adquire, search at the net, analysis the data and management it; even, appropriate and systematic use of electronically mediated interpersonal communication tools can be enhanced. In this learning process, virtual tutorials are a powerful resource for these students. Evaluation the acquisition of competences by templates is accessible beyond the standardized assessment tools.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127288699","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}

{"title":"Los contenidos digitales en los centros educativos: Situación actual y prospectiva","authors":"Raúl Santiago Campión, Víctor Manuel Maeztu Esparza, Luis Alberto Andía Celaya","doi":"10.17398/1695-288X.16.1.51","DOIUrl":"https://doi.org/10.17398/1695-288X.16.1.51","url":null,"abstract":"espanolLa realidad de un nuevo paradigma educativo ha hecho que se cuestionen muchos de los elementos que tradicionalmente han acompanado al proceso de ensenanza/aprendizaje. La irrupcion de las Tecnologias de la Informacion y la Comunicacion facilita la creacion y el acceso a nuevos tipos de materiales didacticos que estan provocando una revision global en la produccion de contenidos y en las metodologias a aplicar en el aula. El mundo editorial y los responsables de los diferentes niveles educativos deben afrontar el reto de dar una respuesta a este cambio. En este articulo se pretende ahondar en la percepcion que los directivos de los centros escolares muestran sobre los contenidos digitales, sus caracteristicas mas relevantes y su impacto a corto y medio plazo en el mundo educativo. Por regla general, son los dirigentes de las escuelas los que toman decisiones en relacion con los planes de formacion destinados a la mejora tecnica y metodologica. El estudio que aqui se presenta se basa en un diseno metodologico de caracter descriptivo mediante el procedimiento de encuesta. Entre las conclusiones mas relevantes se encuentran la necesidad de adaptabilidad de dichos contenidos a diferentes contextos y la importancia del incremento de las competencias digitales de los profesionales a traves de una formacion solida y sostenida que permita una correcta inclusion de este tipo de innovacion dentro de una mas amplia de caracter metodologico. EnglishThe existence of a new educational paradigma has led to the revision of the elements that have traditionally participated in the learning process. The emergence of Information and Comunication Technologies has eased the access to new types of educational materials that are causing a global revision of the contents’ production and methodologies to implement in the classroom. The publishing world and the leaders of the different educational levels have to face the challenge of given an answer to this process of change. This is currently a debate in many schools. The aim of this study is to analyse school leaders' perception of the digital content, their more relevant features and their impact in the educational world in the short and middle term. It is usually the leaders of the schools who make decisions in relation to the training plans aimed at technical and methodological improvement. To do this, the study is based on a methodological descriptive design backed by a survey. Among the conclusions we highlight the need for adaptability of digital contents to different contexts and the requirement of teachers’ training in the pedagogical use of ICT through a solid and sustained formation programme as a strategy to implement this innovation in a larger methodological framework.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116890573","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}

{"title":"Construyendo el tercer espacio en la formación inicial del profesorado. Una experiencia práctica desde el enfoque de los fondos digitales de conocimiento e identidad","authors":"Aingeru Gutiérrez-Cabello Barragán","doi":"10.17398/1695-288X.16.1.35","DOIUrl":"https://doi.org/10.17398/1695-288X.16.1.35","url":null,"abstract":"espanolLa formacion inicial del profesorado necesita enfoques educativos mas integradores que permitan una articulacion coherente entre la teoria, la practica y el reconocimiento de la identidad y conocimiento del estudiante. El proposito de la investigacion es explorar los fondos de conocimiento e identidad de un alumno de la Universidad del Pais Vasco durante su periodo formativo. Asimismo, se analizan las relaciones construidas entre sus elementos biograficos y la practica docente durante el periodo de practicas. Estudiamos diferentes estrategias formativas que permitan trabajar hacia la construccion del tercer espacio (Bhabha, 1994; Gutierrez, 2008) fortaleciendo los vinculos universidad-escuela. El desarrollo de esta experiencia nos ha permitido descubrir las posibilidades formativas que ofrece un cambio en la epistemologia de formacion del profesorado al establecer una mayor relacion entre los ambitos personales y profesionales del alumnado, asi como las dimensiones acade- micas y practicas durante su formacion EnglishThe initial teacher training needs more inclusive approaches to allow a coherent articulation between theory, practise and recognition of identity and knowledge of students. The purpose of this article is to explore the fund of knowledge and identity of a student at the University of the Basque Country on his training period. Furthermore, we analyse the relations created between his biographical elements and his teaching practice at school during his traineeship. We study different strategies to enable the building of third space (Bhabha, 1994; Gutierrez, 2008), strengthening university-school relationship. The development of this experience has allowed us to discover the educational possibilities offered by a change in the epistemology of teacher training, to establish a better relationship between personal and professional areas of students, and academic and practical dimensions during their training.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122353765","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}

{"title":"Competencias digitales del alumnado no universitario","authors":"Pilar Colás-Bravo, Jesús Conde-Jiménez, Salvador Reyes de Cózar","doi":"10.17398/1695-288X.16.1.7","DOIUrl":"https://doi.org/10.17398/1695-288X.16.1.7","url":null,"abstract":"espanolEsta investigacion pretende conocer el nivel de competencia digital que tiene el alumnado de Educacion no universitaria desde su propia perspectiva. Ademas, se han realizado contrastes de hipotesis para conocer si existen diferencias en dichas percepciones segun diferentes variables sociologicas. Para la evaluacion de las competencias digitales se adaptado el modelo teorico que propone Ala-Mutka (2011), para la sistematizacion y/o desglose de la competencia digital, en una escala tipo Likert. En esta investigacion se aplica un muestreo intencional circunscrito a centros previamente identificados como centros que han participado en el «Programa Escuela 2.0» seleccionados por el Centro de Profesores (CEP) de Sevilla como centros de buenas practicas TIC. La muestra se compone de un total de 336 estudiantes, 49,8% son alumnos y 50,2% son alumnas, de los cuales el 50,3% son estudiantes de Primaria y el 49,7% son de Secundaria. En terminos generales, los resultados muestran que el alumnado percibe tener un nivel medio de competencias digitales. Por otra parte, se detectan diferencias significativas en esta percepcion en cuanto a si el alumnado tiene internet en casa (ρ=0,012), si han recibido ultraportatiles en los centros (ρ= 0,001), y con respecto a la edad en la que el alumnado empezo a usar el ordenador (ρ=0,038). Los resultados aqui obtenidos son relevantes cara a valorar los efectos de las politicas TIC y las habilidades digitales del alumnado. EnglishThis research aims to know the level of digital competence that non-university education students have from their own perspective. In addition, hypotheses have been made to know if there are differences in these perceptions according to different sociological variables. For the evaluation of the digital competences, the theoretical model proposed by Ala-Mutka (2011), for the systematization and /or breakdown of digital competence, was adapted on a Likert scale. In this research an intentional sampling is applied circumscribed to centers previously identified as centers that have participated in the \"School 2.0 Program\" selected by the Center of Teachers of Seville as centers of good ICT practices.The sample consists of a total of 336 students, 49,8% were boy-students and 50,2% are girl-students, of which 50,3% were Primary school students and 49,7% are Secondary. Overall, the results show that students perceived to have an average level of digital skills. Moreover, significant differences in this perception as to be detected if the students have internet at home (ρ = 0.012), if they have received ultra-laptops in schools (ρ = 0.001), and with respect to the age at which the students began using the computer (ρ = 0.038). The results obtained here are relevant to appraise the impact of ICT policies and digital competences of students.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115907914","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}

{"title":"Estímulo ao Pensamento Computacional a partir da Computação Desplugada: uma proposta para Educação Infantil","authors":"Elisângela Ribas dos Santos, Graciele Soares, Guilherme Dal Bianco, João Bernardes Da Rocha Filho, Regis Alexandre Lahm","doi":"10.17398/1695-288X.15.3.99","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.99","url":null,"abstract":"espanolNo Brasil, 52% das escolas nao possuem acesso a Internet. Alem disso, muitas das escolas que se encontram conectadas possuem baixa qualidade de conectividade. A vulnerabilidade de infraestrutura ainda e um dos principais motivos que dificultam a insercao de ferramentas tecnologicas nos planejamentos dos professores. Contudo, e possivel minimizar essas dificuldades por meio de tecnicas computacionais que nao utilizam computadores, e a chamada Computacao Desplugada. Esse estudo apresenta a possibilidade de construcao de estrategias didaticas para disseminacao do Pensamento Computacional entre professores da Educacao Infantil, por meio das tecnicas de Computacao Desplugada. As estrategias sao baseadas em algoritmos, sequencia e depuracao por meio de atividades ludicas para alunos da Educacao Infantil. Para sua implementacao, foi realizada uma oficina teorico­pratica com 37 professores da rede publica municipal. A proposta comprovou que a maioria dos professores ainda nao tinha tido contato com o Pensamento Computacional ou com Computacao Desplugada. Observou­se que, apesar de todos manifestarem interesse em novas capacitacoes sobre as tematicas, boa parte afirmou que provavelmente nao replique tais conhecimentos em suas praticas pedagogicas. EnglishIt is estimated that approx. 52% of public schools in Brazil have no Internet connection and several of the others only have slow Internet connection. In addition, there is a lack of a physical infrastructure within schools to allow the inclusion of educational technology tools which can give teachers assistance. However, there is a means of overcoming this problem by employing techniques to teach Computer Science without computers, which is called unplugged computing. In this paper, new didactic strategies were devised for disseminating computational thinking among elementary school teachers with the aid of unplugged computing. These strategies are based on computational algorithms mapped to unplugged computing activities. We develop a theoretical­practical workshop involving 37 public school teachers to analyze and test the proposed strategies. However, it was found that although the teachers were interested to learn the new skills required for unplugged computing, most of them stated that they would probably not replicate the knowledge acquired in their teaching practice.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117098177","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}

{"title":"Construcción de un mundo virtual en Minecraft para el aprendizaje del patrimonio escultórico urbano / Building a virtual world in Minecraft for learning urban sculptural heritage","authors":"Cecile Meier, J. Pérez, Jorge de la Torre-Cantero, Alejandro Bonnet de León, Miguel Melgar Ramírez","doi":"10.17398/1695-288X.15.3.83","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.83","url":null,"abstract":"En este articulo se describe una experiencia para divulgar el patrimonio escultorico a los alumnos a traves de un mundo virtual inmersivo en tres dimensiones. Este mundo se ha construido con Minecraft y consiste en una simulacion 3D de un espacio fisico que representa parte de la ciudad de Santa Cruz de Tenerife, en concreto la Rambla que cruza toda la ciudad y el Parque Garcia Sanabria. En esta zona de la ciudad se encuentran ubicadas 24 esculturas correspondientes a la I Exposicion Internacional de Esculturas en la calle. Dichas obras se han colocado en el mundo virtual, en su ubicacion real y se ha disenado una actividad para realizar una visita virtual. En este trabajo, se detalla los pasos necesarios para crear el entorno virtual mediante programas gratuitos que se pueden manejar con conocimientos informaticos basicos. Para probar este material, se ha realizado una accion con 12 estudiantes del Master de profesorado para validar los aspectos tecnologicos, medir el aprendizaje y al finalizar la actividad, se ha pasado un cuestionario de satisfaccion. Abstract This article describes an experience to divulge the sculptural heritage to students through an immersive virtual world in three dimensions. This world has been built with Minecraft and consists of a 3D simulation of a physical space that represents part of the city of Santa Cruz de Tenerife, specifically the Rambla which crosses the entire city and the Parque Garcia Sanabria. In this area of the city, 24 sculptures are located corresponding to the First International Street Sculpture Exhibition. These works have been placed in the virtual world in its actual location and designed an activity to make a virtual tour. This paper details the steps to create the virtual environment working with free programs that can be used with a basic computer knowledge. To test this material, an activity has been performed with 12 students belonging to the Master of Education to validate technological aspects, measure the learning improves and at the end, the students fill a satisfaction questionnaire.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132179850","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}

{"title":"Procesos de socialización con redes sociales en la adolescencia / Socialization processes with social networks in adolescence","authors":"Blas Segovia Aguilar, Rosario Mérida Serrano, M. A. García, E. Alfaya","doi":"10.17398/1695-288X.15.3.155","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.155","url":null,"abstract":"El estudio que presentamos forma parte de una investigacion mas amplia, centrada en los modos de socializacion de los adolescentes con las tecnologias. Nuestro interes se ha centrado en analizar, a traves del estudio de caso de una adolescente, las transacciones y procesos de apropiacion de la tecno-cultura en las comunidades virtuales en las que participa. El caso estudiado es el de una alumna de secundaria y nos hemos centrado en el analisis de la influencia del contexto familiar en las practicas de la estudiante en sus redes sociales y en sus aprendizajes. A traves de entrevistas en profundidad semiestructuradas realizadas alumna, a su madre y sus dos hermanas hemos podido evidenciar las diferentes percepciones y atribuciones de los miembros de la familia respecto a las relaciones que la adolescente mantiene con sus iguales en el ciberespacio. Los resultados del estudio evidencian las fortalezas y debilidades que el entorno familiar ofrece a la adolescente respecto a la educacion en los nuevos medios y como elaboran su identidad virtual en las redes sociales. Abstract The case study presented is part of a wider investigation centered modes of socialization of adolescents with technologies. Our interest has focused on analyzing, through the case study of a teenager, transactions and processes of appropriation of techno-culture in virtual communities in which it participates.  The case study is about a high school student and we have focused on the analysis of the influence of the family context on the practices of the student in her social networks as well as her learning experience. Through in-depth semi-structured interviews conducted to the student, her mother and her two sisters have been able to highlight the different perceptions and attributions of family members on the relationships that the teenager maintains with her peers in the cyberspace. The study results show the strengths and weaknesses of the family environment provides the teen about education in new media and how to make their virtual identity in social networks.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114992509","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}

{"title":"La personalización de ambientes educativos digitales basados en estilos de aprendizaje y estilos cognitivos. Una revisión sistemática sobre su eficacia y percepción / The personalization of digital educational environments based on learning styles...","authors":"M. Ramos","doi":"10.17398/1695-288X.15.3.141","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.141","url":null,"abstract":"espanolLos ambientes educativos digitales personalizados (AEDP) se adaptan a diferentes caracteristicas de los estudiantes en los procesos de ensenanza y aprendizaje. Los factores abordados con mayor frecuencia en los AEDPs para efectuar procesos de personalizacion son los estilos de aprendizaje (EA) y los estilos cognitivos (EC) de los estudiantes (Nakic, Granic y Glavinic, 2015). El objetivo de este estudio consistio en realizar una revision sistematica de estudios que hayan indagado por la eficacia y la percepcion de los estudiantes en diferentes niveles educativos al interactuar con AEDPs basados en EC y EA. Con el fin de identificar indicadores de produccion e impacto, caracterizar el tipo de personalizacion efectuada y describir la metodologia empleada en los estudios. Se analizaron publicaciones realizadas entre los anos 2005 y 2016. Se efectuo la busqueda de informacion en las bases de datos ScienceDirect, EBSCOhost Web, Wiley, Web of Science, ERIC y Proquest. Los resultados permiten identificar y describir fortalezas y debilidades de estudios empiricos alrededor en la implementacion de AEDP basados en EA y EC en entornos educativos. La mayoria de los estudios evidencian ganancia en el logro de aprendizaje y una percepcion positiva cuando los estudiantes interactuan con estos entornos de aprendizaje. En sintesis, la personalizacion en entornos digitales educativos es una linea de accion que contribuye a mejorar los procesos de ensenanza y aprendizaje. EnglishThe personalized digital educational environment (PDEE) adapt to different individual characteristics of students in the teaching and learning processes. The most frequently discussed factors in the PDEE s for personalizing processes are the learning styles (LS) and the cognitive styles (CS) of the students (Nakic, Granic & Glavinic, 2015). The aim of this study was to carry out a systematic review of studies that investigated the efficacy and perceptions of students at different educational levels when interacting with PDEEs based on LS and CS. In order to identify indicators of production and impact, characterize the type of customization made and describe the methodology used in these studies. Publications were analyzed between 2005 and 2016. Information was searched in the databases ScienceDirect, EBSCOhost Web, Wiley, Web of Science, ERIC and Proquest. The results allow to identify and describe strengths and weaknesses of empirical studies about the implementation of PDEEs based on LS and CS in educational environments. Most studies show gains in learning achievement and a positive perception when students interact with these learning environments. In short, personalization in educational digital environments is a line of action that contributes to improve the teaching and learning processes.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132440576","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}