RELATEC: Latin American Journal of Educational Technology最新文献

{"title":"Competencia en comunicación audiovisual en un entorno digital en la enseñanza no universitaria: necesidades y carencias / Audiovisual communication competence in a digital environment in nursery, primary and secondary education: needs and deficiencies","authors":"J. Velilla, Raúl Santiago Campión, Cruz Pérez Merino, Magdalena Sáenz de Jubera Ocón, Soraya Tejada Sánchez","doi":"10.17398/1695-288X.15.3.127","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.127","url":null,"abstract":"espanolEsta investigacion se enmarca en el proyecto I+D+i financiado por el Ministerio de Ciencia y Educacion con los objetivos siguientes: 1. Diagnosticar los niveles de competencia audiovisual en las muestras seleccionadas de alumnos de Educacion Infantil, Educacion Primaria, Educacion Secundaria Obligatoria y Bachillerato. 2. Detectar en dichas muestras las necesidades y carencias en cada dimension de la competencia en comunicacion audiovisual en el entorno digital (lenguaje, tecnologia, ideologia y valores, produccion y programacion, recepcion y audiencias, estetica). Se elaboraron cuestionarios online (indices de fiabilidad entre 0,61 y 0,787), en el tratamiento estadistico se utilizo el SPSS 18.0. Los resultados de 2143 alumnos ponen de manifiesto que una parte importante de los alumnos son competentes ante los medios, en un nivel aceptable de acuerdo con los cuestionarios aplicados. En la competencia mediatica convergen contenidos vinculados a la competencia audiovisual y competencia digital ambas incluidas en la competencia basica «El tratamiento de la informacion y competencia digital» del curriculum vigente en la ensenanza obligatoria. Se requiere por tanto, que las dimensiones e indicadores de la competencia mediatica se articulen transversalmente en las distintas areas de conocimiento, y a su vez en sus diferentes componentes del curriculo: objetivos, contenidos, metodologia, actividades y sistemas de evaluacion en el proceso de ensenanza y aprendizaje en las etapas de la ensenanza no universitaria. EnglishThis national level research, situated in an R&D project funded by the Science and Education Ministry, has the following goals: 1. To diagnose the levels of audiovisual competence in the chosen samples of students of Nursery Education, Primary Education, Compulsory Secondary Education and Optional Secondary Education. 2. To detect in the same samples of students the needs and deficiencies in every dimension of the audiovisual communication competence in the digital environment (language, technology, ideology and values, production and programming, reception and audiences, aesthetics). Some online questionnaires (with reliability coefficients from 0,61 to 0,787) were designed. The data extracted from these questionnaires were processed using the software package SPSS, version 18.0. The results obtained from a sample of 2143 students show that an important part of the students are media competent, i.e. they achieve an acceptable level in accordance with the questionnaires applied. Contents associated with audiovisual competence and digital competence, both included in the basic competence «Information Processing and Digital Competence» of the current curriculum for compulsory education, converge on media competence. The dimensions and indicators of media competence must, therefore, be articulated with the different knowledge areas and with the different components of the curriculum: objectives, contents, methodology, activities and as","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114325710","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 patrones de diseño como herramientas para guiar la práctica del profesorado","authors":"Begoña Gros, A. Escofet, Marta Marimon","doi":"10.17398/1695-288X.15.3.11","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.11","url":null,"abstract":"espanolLos patrones de diseno permiten extraer conocimiento a partir de la practica y pueden constituir una solucion para problemas identificados en un contexto educativo particular, orientando las decisiones pedagogicas en la planificacion de la actividad educativa. El uso del lenguaje de patrones ayuda a compartir dichas soluciones para su puesta en practica en contextos educativos afines. Aunque su uso educativo resulta incipiente, se observa un interes creciente por analizar las metodologias para su elaboracion y el desarrollo de sistemas de formalizacion que permitan llegar a un lenguaje comun de su representacion. En este articulo se analiza el papel de los patrones pedagogicos como herramienta para guiar la practica del profesorado. Se presenta el resultado del diseno de patrones del aprendizaje en el contexto universitario mediante un proceso participativo entre docentes e investigadores. Este trabajo se inscribe en el proyecto de investigacion «Desig2Learn: Estrategias de co-diseno en la universidad para un aprendizaje basado en la indagacion y el uso intensivo de las TIC». Partiendo de un enfoque metodologico fundamentado en la investigacion basada en el diseno, se han disenado patrones que responden a distintas situaciones de ensenanza-aprendizaje relativas a procesos de indagacion y potenciadas por el uso de las tecnologias digitales. EnglishDesign patterns are designed to share knowledge about good teaching and learning so that they can be re-used and applied to improve the working time and the effort involved teachers during the design of learning environments. The main goal is to guide the pedagogical decisions in planning educational activities. Design patterns and pattern languages have been proposed as effective means to facilitate rigorous discourse, bridging theory and practice. Although research on the pedagogical patterns are scare, in recent years a lot of effort have been done analysing the most appropriate methodologies for processing and the development of systems of formalization that can reach a common representation language teaching patterns. In this article the role of educational patterns as a tool to guide the practice of teachers in designing learning environments is analysed. To do this, the result of learning design patterns in the university context is presented through the use of narrative and participatory process between teachers and researchers. This work is part of the research project «Desig2Learn: Strategies co-design at the University for inquiry-based and intensive use of ICT learning». Based on research based design, patterns have been designed to respond to different teaching-learning situations related to inquiry processes and enhanced by the use of digital technologies.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131687572","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":"Escritos sobre tecnologias e políticas educacionais no Brasil: uma análise dos trabalhos publicados pela Anped e RBPAE (2000-2013) / Technologies and educational policies in Brazil: analysis of the texts published by Anped and RBPAE (2000-2013)","authors":"F. C. Sossai, V. Grimm, Carla Cristiane Loureiro","doi":"10.17398/1695-288X.15.3.39","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.39","url":null,"abstract":"Neste artigo, analisamos textos publicados no Brasil que cruzam discussoes sobre politicas educacionais e tecnologias da informacao e comunicacao, tomando como referencia o Enfoque Epistemologico de Politicas Educacionais-EEPE, um procedimento teorico-metodologico sugerido por pesquisadores latino-americanos dedicados a analise de politicas educacionais. Para tanto, utilizamos como material empirico as pesquisas socializadas nos Grupos de Trabalho 05 (Estado e Politica Educacional) e 16 (Educacao e Comunicacao) da Associacao Nacional de Pos-graduacao e Pesquisa em Educacao e na Revista Brasileira de Politicas e Administracao da Educacao, divulgadas entre os anos de 2000 e 2013. Inicialmente, apresentamos as premissas do artigo e uma reflexao acerca da constituicao dos campos de conhecimento em estudo. Na sequencia, explicitamos os elementos de analise do material empirico, bem como promovemos uma reflexao acerca das concepcoes de tecnologia, do debate sobre politica educacional, das tematicas presentes e dos aspectos epistemologicos recorrentes nos textos pesquisados. Ao final, concluimos o artigo ponderando sobre as possibilidades e os limites epistemologicos do EEPE, bem como sistematizando os elementos que se sobressairam nas publicacoes analisadas. Entre os principais resultados do estudo, destacamos a dificuldade/economia de teoria evidenciada nas elaboracoes intelectuais que reivindicam para si o epiteto de estudo em politica educacional e em tecnologia. Abstract In this article, papers that intersect issues related to Educational Policies and Communication and Information Technologies in Brazil are analysed taking into consideration the Approach of Educational Policy Epistemologies (EEPE), a theoretical and methodological approach suggested by Latin American researches dedicated to analysing educational policies. Therefore, socialized research in the working Group 05 (State and Educational Policies) and 16 (Education and Communication) from Associacao Nacional de Pos-Graduacao e Pesquisa em Educacao (ANPED) and in Revista Brasileira de Politicas e Administracao da Educacao (RBPAE) disclosed in 2000 and 2013 were used as empirical materials. Firstly, assumptions of the article and reflections about the history of the knowledge fields were presented. Then, the elements of analysis which are used to discuss when we analysis the empirical material, as well as considerations about the conceptions of technology, on the educational policies discussion, its repeating themes and the epistemological aspects observed in the papers researched were explained. So, we conclude the text with observation about the possibilities and the limits of the EEPE, as well as was finished systematizing the elements which stand up in the publications analyzed. Among the main results, it is focused on the scarcity of theories which are the base of intellectual discussion that claims for itself the epithet of the study in educational policy and in technology.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134269841","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 percepción de los docentes sobre la funcionalidad educo-organizativa de las TIC en la Universidad Nacional Autónoma de Nicaragua / Teachers’ perceptions on the educational and organizational functionalities of ICT in Nat. Aut. University of Nicaragua","authors":"M. Baltodano, David Cobos Sanchiz, E. Vázquez-Cano","doi":"10.17398/1695-288X.15.3.113","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.113","url":null,"abstract":"Este articulo presenta una investigacion en la que se analiza la percepcion de los docentes de la Universidad Nacional Autonoma de Nicaragua (UNAN-Managua), sobre el uso y funcionalidad tecnica, administrativa y didactica de las herramientas y recursos con base en las Tecnologias de la Informacion y la Comunicacion (TIC). El estudio se afronta desde una metodologia cuantitativa y, para ello, se emplea el cuestionario titulado: «Identificacion de la Cultura Organizativa Universitaria» adaptado para Nicaragua (en su dimension 9 referido a las TIC). Los resultados muestran que los docentes demandan una actualizacion pertinente y consideran que las TIC han de ser aplicadas como un objeto de aprendizaje, a traves de los planes de estudio y, especialmente, a traves de la asignatura de Informatica Basica, presente en el primer ano de todas las carreras de la UNAN-Managua. Asimismo, los docentes consideran las TIC como un medio de ensenanza-aprendizaje, en este sentido, han de estar presentes en la planificacion de las actividades academicas, administrativas y de gestion universitaria. Finalmente, las TIC se consideran un recurso fundamental para fomentar el aprendizaje y como una herramienta en el trabajo independiente y colaborativo de los estudiantes. Abstract This article presents a research in which the perception of teachers of the National Autonomous University of Nicaragua (UNAN-Managua) on the use and technical, administrative and educational functionality of the tools and resources based on the Information and Communication Technologies (ICT) are discussed. The study is approached from a quantitative methodology and, for this purpose, we use the questionnaire entitled: «Identification of the Organizational and Cultural aspects at University» adapted for Nicaragua (in dimension 9 refers to ICT). The results show that teachers demand a relevant and update training and consider that ICT have to be applied as a learning object, through the curriculum, and especially, through the Basic Computer subject, compulsory in the first year of all university studies at UNAN-Managua. Also, professors consider ICT as a teaching and learning resource and for this reason should be present in the planning of academic, administrative and management University activities. Finally, ICT is considered a crucial resource to encourage learning and as a tool in the independent and collaborative work of students.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134579064","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":"Reorganizando las fronteras del currículum entre los escenarios digitales y escolares / Reorganizing the boundaries of the curriculum between digital and schoolsettings.","authors":"Eduardo Fernandez Rodríguez, Rocío Anguita Martínez","doi":"10.17398/1695-288X.15.3.27","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.27","url":null,"abstract":"En este trabajo se analizan las percepciones que alumnado y profesorado tienen acerca del papel que juegan las redes sociales en el ambito de la escuela, identificando los diferentes sentidos y usos de los dispositivos tecnologicos en el contexto escolar. El objetivo de la investigacion se centra en explorar las interacciones mutuas entre los escenarios virtuales y los escolares y los efectos que tienen ambos para el aprendizaje del alumnado, el curriculo escolar y, de forma mas extensa, respecto de la construccion de ciudadania activa por parte de los jovenes estudiantes de la Educacion Secundaria Obligatoria. Para ello se desarrolla una investigacion de corte cualitativo a traves del diseno y aplicacion de diez grupos de discusion con docentes y estudiantes de la ESO en cinco provincias espanolas en los anos 2012 y 2013. Los resultados muestran como las relaciones entre uso de la tecnologia digital y rendimiento escolar se hayan mediatizadas por condicionantes socioeconomicos y culturales, asi como por la necesidad de que la institucion docente resignifique el caracter ludico, participativo y horizontal de los nuevos medios digitales en el marco de una cultura de lo publico y comprometida con el conocimiento reflexivo y el aprendizaje relevante. Abstract In this paper, students' and teachers' perceptions aboutthe role of social networks in the field of school are analyzed, identifying the different meanings and uses of technological devices in the school context. The aim of this investigation focuses on exploring the mutual interactions between virtual scenarios and school and the effects of both of the mon student learning processes, school curriculum and, more extensively, regarding the formation of the active citizenship by young students of Secondary Education. To achieve this goal, a qualitative research was developed that implied the design and implementation ten focus groups with teachers and students of Secondary Education. These focus groups were conducted in five Spanish provinces in 2012 and 2013. The results show how relationships between the use of digital technology and school performance have been mediated by the socioeconomic and cultural conditions, as well as the need for the educational institution to reinterpret the playful, participatory and horizontal nature of the new media in the context of a culture of the public and committed to reflective knowledge and relevant learning.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127711850","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":"FLIPPED-TIC: Una experiencia de Flipped Classroom con alumnos de Magisterio / FLIPPED-TIC: A Flipped Classroom experience with preservice teachers","authors":"María del Mar Sánchez Vera, I. Fernández, Víctor González Calatayud","doi":"10.17398/1695-288X.15.3.69","DOIUrl":"https://doi.org/10.17398/1695-288X.15.3.69","url":null,"abstract":"Flipped TIC es un proyecto de innovacion docente que se desarrollo en la Facultad de Educacion de la Universidad de Murcia (Espana). El principal objetivo de este proyecto ha sido la realizacion de una experiencia de Flipped Classroom en un aula universitaria. Tradicionalmente los alumnos reciben del docente en el aula una primera aproximacion a los contenidos de la asignatura, sobre los cuales, posteriormente, profundizan en casa realizando trabajos o distintas tareas. Aplicar el metodo Flipped Classroom supone invertir este proceso. Mediante el uso de las TIC, los alumnos acceden a algunos de los contenidos de la asignatura, que visualizan fuera del aula. Estos recursos permiten al alumno establecer una primera toma de contacto con los contenidos o herramientas a trabajar. Una vez en clase los alumnos realizan tareas de produccion (consultar dudas, debates, creacion de recursos, realizacion de practicas, etc.). Este articulo presenta el desarrollo y los resultados de evaluacion de una experiencia piloto de uso de Flipped Classroom en dos clases del Grado de Maestro en Educacion Infantil. Los resultados muestran que la satisfaccion del alumnado con este tipo de metodologia es muy buena, aunque siguen considerando totalmente necesario la figura del profesor en clase. Se concluye que se deberia promover el uso de este tipo de metodologias en el aula para fomentar un aprendizaje significativo en el alumnado. Abstract Flipped ICT is a teaching innovation project that has been developed in the Faculty of Education at the University of Murcia (Spain). One of the main objectives of this project was the development of a Flipped Classroom experience in a class at the University of Murcia. Traditionally students receive from the teacher a first approach to the contents of the subject, on which subsequently deepened at home doing work or other tasks. Apply the Flipped Classroom methodology involves reversing this process. Through the use of ICT, students have access to some of the contents of the subject, which displayed outside the classroom, usually through videos. These resources enable students to establish a first contact with the contents or tools to work. Once in class, students focus on working in different tasks (consult doubts, debates, creating resources, implementation of practices, etc.). This paper presents the development and results of evaluation of an experience of use of Flipped Classroom in two classes of the Degree in Early Childhood Education. The results show that student satisfaction with this methodology is very high, and the role of the teacher in class is considered absolutely necessary. From the results, it is concluded that the use of such methodologies in the classroom it is recommendable to promote significant learning in students.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126304746","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":"Apropiación educativa de la cultura en los medios: ciudadanía digital / Educational appropriation of culture in the media: digital citizenship","authors":"Elvira Molina Fernández, J. Pequeño","doi":"10.17398/1695-288X.15.2.11","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.11","url":null,"abstract":"Este monografico recoge reflexiones teoricas, experiencias aplicadas e investigaciones que muestran formas diferentes de estar en los medios, de ser y de hacer ciudadania digital. Contribuciones desde la Red Universitaria de Investigacion e Innovacion Educativa. Cambios Sociales y Retos para la Educacion en la Era Digital (REUNID+D) a traves de un proyecto financiado por el Ministerio de Economia y Competitividad (EDU 2015-68718-REDT) que permite reunir a diez grupos de investigacion en el ambito de la educacion y la tecnologia educativa de diez universidades espanolas, coordinado por Juana Maria Sancho Gil de la Universidad de Barcelona. Ademas, este numero especial presenta algunos resultados de investigacion del proyecto de investigacion de I+D+i titulado: «Ecologias del aprendizaje en contextos multiples: Analisis de proyectos de educacion expandida y conformacion de ciudadania», del Ministerio de Economia y Competitividad (EDU2014-51961-P), coordinado por Juan Bautista Martinez Rodriguez de la Universidad de Granada.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116142515","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 ciudadanía digital. ¿Ágora aumentada o individualismo postmaterialista? / Digital Citizenship. Increased agora or postmaterialism individualism?","authors":"César Rendueles Menéndez de Llano","doi":"10.17398/1695-288X.15.2.15","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.15","url":null,"abstract":"El concepto de “ciudadania digital” es un componente esencial de la comprension de la tecnologia de la comunicacion como el vector politico que esta modulando de manera privilegiada las condiciones de ejercicio de la democracia. La ciudadania digital apunta a la posibilidad de revertir tecnologicamente el proceso de desafeccion politica caracteristico de las sociedades de masas. Desde ese punto de vista, la tecnologia de la comunicacion no se limitaria a enriquecer el bagaje politico precedente sino que induciria un cambio sustancial en las condiciones de posibilidad y las formas de legitimacion de la intervencion politica democratica. Este articulo, en primer lugar, analiza y cuestiona los presupuestos que subyacen a esta hipotesis, concretamente la idea de que la tecnologia digital ha inducido una profunda discontinuidad historica que nos aboca a un escenario politico y social radicalmente nuevo. En segundo lugar, vincula la tesis de la ciudadania digital con un marco interpretativo mas amplio: la teoria de la transformacion postmaterialista en las sociedades occidentales, entendida criticamente como una forma de preferencia adaptativa a un contexto de individualismo expresivo y mercantilizacion generalizada.AbstractThe concept of \"digital citizenship\" is an essential component of the understanding of the communication technology as the political vector that is modulating the conditions of the exercise of democracy. Digital citizenship raises the possibility of reverse the process of political disaffection characteristic of mass societies. From that point of view, communication technology produces a substantial change in the conditions of possibility and ways of legitimation of democratic political intervention. This article, first, analyzes and questions the assumptions underlying this hypothesis, namely the idea that digital technology has induced a profound historical discontinuity that leads us to a radically new political and social scene. Second, it explores the relationship of digital citizenship with the theory of post-materialist transformation of Western societies, critically understood as a form of adaptive preference to a social context of expressive individualism and commodification.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"99 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116651794","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":"Análisis de las competencias digitales de los graduados en titulaciones de maestro / Analysis of the digital competences of graduates of university degrees to be a teacher","authors":"A. G. Muñoz-Repiso, Marta Martín del Pozo","doi":"10.17398/1695-288X.15.2.155","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.155","url":null,"abstract":"Palabras clave: Competencias del docente; Formacion de docentes; Tecnologias de la Informacion y la Comunicacion; Docente; Formacion Inicial. A b s t r a c t Initial teacher training includes ICT competences or digital competences as an aspect of great relevance in their professional training. For the analysis of the digital competences, we used a dual approach using TPACK model (Technological Pedagogical Content Knowledge) and complemented with other questions related to relevant specific digital skills for a teacher today. We choose a quantitative approach, based on the survey technique, trying to get a broad sample of students in the last two years of the Degree in Early Childhood Education and in Primary Education from Spanish universities. The sample was 362 students from 14 universities. The results show that the students make a positive assessment of their university training, both in relation to basic knowledge, and in","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129711988","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":"Impacto del uso de nuevas tecnologías en procesos socio­ educativos. CINEMATIC como experiencia. Impact of the Use of Advanced Technologies in Social­Educative Processes. CINEMATIC as Experience.","authors":"L. A. Poveda","doi":"10.17398/1695-288X.15.2.123","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.123","url":null,"abstract":"El uso e impacto de las tecnologias de la informacion y de la comunicacion (TIC) acelera culturalmente los espacios. Esta situacion necesita ser evaluada. En aras de asegurar la calidad y la equidad de la educacion, el analisis se centra en la calle (medio abierto) atendiendo a poblacion vulnerable en la ciudad de Murcia. En primer lugar se indica el problema y los objetivos que se persiguen. Tras el marco teorico, se expone la metodologia cualitativa llevada a cabo a traves del cruce de metodos, tecnicas e instrumentos de analisis necesario en un contexto de educacion informal. Finalmente, se advierte en los resultados el uso de las tecnologias moviles, la conectividad y los contenidos multimedia que impactan en la creacion de otros contenidos nuevos y el deseo a los artefactos tanto clasicos como nuevos. Del estudio realizado se obtienen dos aportaciones, a saber, el cambio de mentalidad que impulsa el uso de las TIC y la necesidad de un espacio abierto a la difusion y la creacion que estimule las identidades de todas las personas.AbstractThe use and impact of information and communication  technology (ICT) speeds culturally spaces. This situation needs an assessment. In order to ensure quality and equity of education, the analysis focuses on the street (outreach work) to attend vulnerable population in the city of Murcia. At first the problem and aims are given. After the theoretical background, we offer the cross methods of research as a qualitative methodology. The mixed of research techniques and tools of analysis were necessary too in an environment of informal education. Finally, the use of mobile technologies, connectivity and multimedia contents show the impact to create new multimedia contents and wishes based in old and new artifacts. This research gives us two new contributions.  In this line of the argument, we have to think in a mental change offering them an open space to broadcast and creation according with all identities.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127410009","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}