RELATEC: Latin American Journal of Educational Technology最新文献

{"title":"Ciudadanía digital y bienestar de las mujeres rurales en las redes sociales","authors":"Rocío Jiménez Cortés","doi":"10.17398/1695-288X.15.2.81","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.81","url":null,"abstract":"La practica de la ciudadania digital en condiciones de equidad es uno de los principales retos politicos ante las nuevas formas de vida social, politica y economica que emergen con el impacto de las TIC. El ejercicio de una ciudadania digital activa se resume en el derecho y la capacidad para participar plenamente en la sociedad de la informacion con confianza, de forma segura y aprovechando al maximo su potencial en beneficio personal. Esta investigacion se ocupa del grado en que las mujeres que viven en zonas rurales ejercitan su ciudadania digital a partir del estudio de practicas digitales concretas como la gestion de su identidad en red y la participacion democratica en redes sociales.  En la investigacion se sigue un diseno cuantitativo basado en encuestas personales a 478 mujeres rurales andaluzas con distintos perfiles. Los resultados muestran un ejercicio de la ciudadania digital moderado con diferencias en funcion del nivel educativo de las mujeres y del tamano de su red. El estudio muestra practicas digitales necesarias para que las mujeres rurales participen activamente en estos nuevos entornos en los que se construye la ciudadania. De acuerdo con otros estudios, este trabajo muestra a las redes sociales como la tecnologia digital con mayor potencial para la inclusion digital de las mujeres rurales y desvela como determinadas practicas digitales activan la participacion ciudadana e impactan en su bienestar. Abstract The practice of the digital citizenship in conditions of equity is one of the principal political challenges for the social, political and economic new life forms.These changes emerge with the impact of the new digital technologies. The digital active citizenship is the right and the aptitude to take part in the society of the information with confidence and security. Women´s digital citizenship was a key to maximum exploitation of the benefits of ICT. This research studies the degree in which the rural women exercise his digital citizenship across a particular practices as the management of his identity and the democratic participation in social networks and its relation with the well-being. This research follow a quantitative design based on surveys to 478 rural women from Andalusia with different profiles. The results show an moderated exercise of the digital citizenship with differences to educational level and the size of the network. The study shows digital practices necessary for rural women to actively participate in these new environments in which citizenship is built. According to other studies, this study shows social networks like digital technology with the greatest potential for digital inclusion of rural women and reveals how certain digital practices activate citizen participation and impact on their well being.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"9 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":"127994486","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":"Ciudadanía digital, activismo docente y formación de futuras maestras de educación infantil / Digital citizenship, activism and teacher education of future teachers of early childhood education","authors":"José Miguel Correa Gorospe, Estíbaliz Aberasturi-Apráiz, Aingeru Gutierrez-Cabello","doi":"10.17398/1695-288X.15.2.39","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.39","url":null,"abstract":"En este texto relacionamos la vigilancia y el control en la sociedad contemporanea con ciudadania digital y el activismo docente. Presentaremos una experiencia de aprendizaje basada en el proyecto artistico Confessions de la artistica britanica Gillian Wearing desarrollada con 32 futuras maestras de educacion infantil de la Universidad del Pais Vasco. En el proyecto Confesiones, los participantes tienen que escribir de forma anonima, un incidente critico relacionado con su historia escolar y que consideren valioso para hacerlo visible y compartirlo. Para mantener el anonimato, ocultar la identidad y tomar conciencia de los peligros de los algoritmos de reconocimiento facial y otras formas de vigilancia y control, los incidentes se grababan en audio con distorsionadores de voz y se adjuntaba un anti-selfi. Esta experiencia ha puesto en evidencia la importancia que tiene en la formacion inicial del profesorado construir un discurso que desnaturalice la neutralidad tecnologica, el control y la vigilancia en Internet, para la formacion de una ciudadania digital critica. Abstract In this text we relate surveillance and control in contemporary society with teaching digital citizenship and activism. We will present a learning experience based art project Confessions of British artistic Gillian Wearing developed with 32 future teachers of early childhood education at the University of the Basque Country. Confessions In the Confesiones project, participants have to write anonymously, a critical incident involving their school history and consider it visible and valuable to share. To maintain anonymity, hide the identity and become aware of the dangers of facial recognition algorithms and other forms of surveillance and control, incidents were recorded in audio with voice distorting and anti-selfi was attached. This experience has highlighted the importance of the initial teacher construct a discourse that denature technological neutrality, control and surveillance on the Internet, for the formation of a digital public criticism.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127125386","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 interacción de la frecuencia de juego con la adquisición de hábitos saludables en escolares de Granada / Interaction between frequency of play and healthy habits in Granada´ students","authors":"C. Martínez, F. Z. Ortega, T. E. Garcés, R. C. Cuberos, M. Sánchez, A. P. Cortés","doi":"10.17398/1695-288X.15.2.169","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.169","url":null,"abstract":"Los videojuegos son una de las nuevas tecnologias que mas llama la atencion sobre todo en el sector juvenil debido a su contenido llamativo y motivador. Asi, se han convertido en los medios de entretenimiento mas recurridos en las horas libres de los ninos. Sin embargo, se han ligado al aumento de la practica de actividades sedentarias y a la disminucion de la actividad fisica semanal. En este estudio de caracter descriptivo, exploratorio y de corte transversal realizado sobre 315 alumnos de entre 10 y 12 anos pertenecientes a la provincia de Granada se pretende definir y relacionar los parametros de ocio-digital y fisico deportivo de dichos estudiantes. Se realizo con una hoja de autorregistro y el test sobre videojuegos de Llorca Diez (2009). Los resultados arrojaron que en esta etapa los ninos suelen realizar las horas de ejercicio recomendado semanal y que pasan menos de 2 horas diarias practicando actividades sedentarias. Ademas, los videojuegos no tenian influencia sobre las horas dedicadas a actividades sedentarias ni en la practica de actividad fisica. Se concluyo la importancia y necesidad de realizar otros estudios que establezcan las causas del sedentarismo en pos de su disminucion.AbstractVideogames are one of the most noteworthy new technologies in our society, especially within the youth sector due to their striking and motivational content. Thus, they are becoming the entertaining media mostly used by children on their free time. However, videogames have been closely linked with sedentary practices and decrease of weekly physical activity. This descriptive, exploratory and cross-sectional rehearsal has been done with 315 students from 10 to 12 year old from the province of Granada. It claims to know define and describe the relationship between digital leisure, physical and sporting variables of those children. A self registration test and Llorca Diez´s videogame test have been used. Results found that children within that age group usually meet the minimal physical activity recommendations, spending at the same time less than 2 hours per day practicing sedentary activities. Moreover, videogames did not influence on practice of neither physical activity hours not sedentary activities. In conclusion, results demonstrate the importance and necessity of performing about sedentary lifestyle causes toward its decrease.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133335508","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 educación para la competencia digital en los centros escolares: la ciudadanía digital. Education for digital competence in schools: digital citizenship.","authors":"A. Mesa, O. Romero","doi":"10.17398/1695-288X.15.2.95","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.95","url":null,"abstract":"En este articulo se reflexiona sobre la respuesta de los centros educativos ante los «conceptos emergentes» que estan surgiendo en torno a la omnipresencia y desarrollo exponencial de las tecnologias digitales en los contextos sociales. En una primera parte se presenta un analisis teorico de dichos conceptos emergentes a partir del propio concepto de competencia digital. Se propone un esquema orientativo para el estudio de la competencia digital para la educacion de la ciudadania digital en los centros escolares. La segunda parte pretende acercarse al concepto de competencia y ciudadania digital que se maneja en la realidad educativa y que dimensiones se contemplan en su integracion en las aulas. Se presenta un estudio cualitativo al objeto de analizar el concepto de competencia digital reflejado en los PTIC de los centros publicos de Infantil y  Primaria para comprobar si existe relacion, y en que sentido, entre el concepto de ciudadania y sabiduria digital y el nivel de integracion del uso de las TIC en el aula. Los resultados permiten afirmar que si hay relacion y que la evolucion del concepto de competencia digital tiene un claro reflejo en las dimensiones (siguiendo el esquema orientativo propuesto) contempladas en los objetivos, contenidos y aprendizajes que se plantean en los PTIC de los 11 centros objeto de estudio, ubicados en diferentes niveles de integracion de las TIC en las aulas.AbstractThis article reflects on the response of schools to the 'emerging concepts' that are emerging around the omnipresence and exponential development of digi tal technologies in social contexts. In the first part theoretical analysis of these emerging concepts it is presented from the very concept of digital competence. a policy framework for the study of digital competence for digital citizenship education in schools is proposed. The second part tries to approach the concept of competition and digital citizenship that is handled in the educational reality and what dimensions are contemplated in their integration in the classroom. A qualitative study is contemplated in order to analyze the concept of reflected digital competition in PTIC of primary schools to check whether a relationship exists , and in what sense , between the concept of citizenship and digital wisdom and level of integration use of ICT in the classroom. The results confirm that there is a relationship and that the evolution of the concept of digital competence is clearly reflected in the dimensions (following the trend chart proposed) referred to in the objectives, content and learning that arise in the PTIC of the 11 centers object studio , located at different levels of integration of ICT in the classroom.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114255458","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":"Facebook como espacio para compartir aprendizajes entre grupos de alumnos de distintas universidades / Facebook as a virtual place to share learning between groups of students from different universities","authors":"J. I. Flores, Analía E. Leite Méndez, M. García, Pablo Cortés González, María Esther Prados Megías, Daniela Padua Arcos","doi":"10.17398/1695-288X.15.2.55","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.55","url":null,"abstract":"El presente articulo se basa en la experiencia que estamos realizando profesorado de las universidades de Malaga, Almeria y Valladolid (sede de Soria), poniendo en relacion a nuestro alumnado a traves de un grupo cerrado de Facebook. La experiencia surge a partir de un Proyecto de Innovacion Educativa, Bioeducamos, que desarrollamos desde hace 3 anos. Basicamente consiste en compartir los relatos escolares de nuestro alumnado como herramienta basica de formacion en las diversas asignaturas que estamos implicados. Ante la dificultad de conseguir encuentros presenciales entre el alumnado, nos planteamos utilizar las posibilidades que nos ofrece Facebook como recurso de comunicacion entre los diversos grupos y compartir no solo las experiencias particulares, sino tambien reflexiones, noticias, etc. que pudieran ser de interes. De este modo se consiguio una comunidad reflexiva amplia y diversa, con trayectorias diferentes, que enriquece de forma notable el trabajo de cada grupo. Los relatos (de quienes dieron su consentimiento), fueron subidos a un google drive y sirvio de punto de partida para la experiencia. Ademas de la relacion publica a traves de las entradas se produjeron comunicaciones privadas o en pequenos grupos, de acuerdo al interes que suscitaron los distintos relatos en cada alumno en particular. El articulo que proponemos rescata esta experiencia tomando en consideracion el contenido de las entradas compartidas asi como la vision del alumnado y del profesorado implicado. Se va a proceder a recabar informacion del estudiantado acerca de su participacion y el interes suscitado y de los efectos sobre su aprendizaje y participacion. Igualmente nos planteamos una reflexion sobre las lineas docentes que se abren debido al uso de esta herramienta y que van en torno a la constitucion del aprendizaje expandido, asi como la extension de una comunidad de aprendizaje.AbstractThis paper is based on the experience developed by teachers from the universities of Malaga, Almeria and Valladolid (Soria Headquarters) that relates to our students through a closed Facebook group. The experience comes from an Educational Innovation Project called ‘Bioeducamos’ for 3 years. It basically consists in sharing students’ school stories as a resource of the training process in the different subjects in which we are involved. Given the difficulty of getting face meetings between students of different universities, we propose to use the possibilities that Facebook offers us as a dynamic tool for the chanelling of comunication under the particular experiences and the emerging thoughts, tasks, news , etc. the students could be interested of. Thus, we achieved a broad and diverse thoughtful community with different cultural trajectories which enriches significantly the work of each group. The stories (after consent), were uploaded to a google drive platform for a starting point for the experience. In addition, out of the general agreements of the activity private commun","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122710747","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 formación de docentes en tecnología educativa: espacio para la reflexión sobre las pedagogías online.","authors":"Joaquín Paredes Labra","doi":"10.17398/1695-288X.15.2.143","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.143","url":null,"abstract":"La formacion de docentes en Tecnologia Educativa es uno de los espacios privilegiados para pensar sobre Internet y las pedagogias online. Supone, por un lado, modificar los supuestos de trabajo de los docentes universitarios. Por otro lado, introducir cambios en las pedagogias es apelar a profundas convicciones y posibles practicas de los futuros docentes. Para entender las pedagogias online se analiza una experiencia formativa de futuros maestros de Educacion Infantil y Primaria inmersos en un proyecto de memoria historica sobre la escuela. La metodologia es un estudio de caso unico, una materia de formacion inicial de docentes, en tres cursos academicos consecutivos. Se analizan una porcion de los portafolios para clase en la comunidad que se ha generado en una wiki. Incluye otras tecnicas etnograficas de recogida de evidencias. Entre los resultados se observa que, para estas pedagogias online criticas, los estudiantes tienen dificultades derivadas de sus preconcepciones sobre la ensenanza. Las herramientas online abren nuevas posibilidades educativas para relacionarse con el conocimiento, sus companeros y profesores.AbstractTeacher training on educational technology is one of the privileged places to think about internet and online pedagogies. It involves on the one hand, to modify the working assumptions of university teachers. On the other hand, changes in teaching methods is to appeal to potential deep convictions and practices of future teachers. To understand online pedagogies we analyze a formative experience of future teachers of Primary education immersed in project about memories of school. The methodology is a unique case study, a subject of initial teacher training from three successive academic courses. A portion of the portfolio to class in the community that has been generated in a wiki are analyzed. It includes other ethnographic techniques. Among the results it is observed that for these critical pedagogies online, students have difficulties arising from their preconceptions about teaching. Online tools open up new educational opportunities to interact with knowledge, peers and teachers.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131752945","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 conceptual de modelos de competencia digital del profesorado universitario","authors":"Marta Durán Cuartero, Isabel Gutiérrez Porlán, María Paz Prendes Espinosa","doi":"10.17398/1695-288X.15.1.97","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.97","url":null,"abstract":"La competencia digital o competencia TIC es un concepto que en el ultimo lustro ha marcado una linea de investigacion de gran relevancia en el ambito de la Tecnologia Educativa, tanto referido al profesorado como a otros agentes educativos o sociales. La perspectiva desde la cual abordamos el estudio de la competencia digital del profesorado parte de la idea de que esta competencia forma parte de la competencia profesional de los docentes de cualquier nivel de ensenanza. En este articulo realizamos una investigacion basada en una revision documental articulada en dos fases: 1) analisis conceptual de las aportaciones mas relevantes del ultimo lustro en torno a la competencia digital; y 2) a partir de este analisis, realizamos en una segunda fase un estudio descriptivo y comparativo de los diversos modelos de competencia digital del profesorado universitario. Este analisis pone de manifiesto que todos los modelos analizados muestran dimensiones y elementos comunes, pero tambien algunas particularidades que resultan de interes a la hora de abordar futuras investigaciones sobre el tema. Ademas nos servira como punto de partida para una investigacion en torno a la certificacion de competencias TIC del profesorado universitario que actualmente estamos desarrollando desde el Grupo de Investigacion de Tecnologia Educativa de la Universidad de Murcia.AbstractDigital competence or ICT competence is a concept that has defined a research line of great relevance in the last five years in the field of Educational Technology, related to both teachers and any other social or educational agent. Our approach is based on the idea that digital competence is part of teachers' professional competence in every educational system level. This article presents a documental research in two phases: 1) first we focus on the conceptual analysis of the most relevant studies around digital competence and 2) based on this previous analysis, a descriptive and comparative analysis of different digital competence models of university teacher is performed in a second phase. This analysis shows that all of these models have dimensions and common elements, but also some special features that are of interest in dealing with research on the subject. In addition, this study will serve as a starting point for our research about the certification of ICT skills of university teacher. This Research is being carried out by the Research Group of Educational Technology of the University of Murcia.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125823112","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 política educativa TIC de la Comunidad de Madrid (España): la perspectiva del profesorado ICT education policy of the Community of Madrid (Spain): the teachers' perspective","authors":"Pablo Sánchez-Antolín, M. García","doi":"10.17398/1695-288X.15.1.45","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.45","url":null,"abstract":"Las politicas 1:1 nacionales se concretaron en Espana con el programa «Escuela 2.0» pero, en el caso de la Comunidad de Madrid, la concrecion de esta politica se denomina «Institutos de Innovacion Tecnologica». A diferencia del programa Escuela 2.0, se caracteriza por el tipo de dotacion y cursos a los que se dirigia. En este caso, en vez de ordenadores portatiles, se opto por terminales fijos anclados al suelo que dependen de varios servidores por aula y, en vez de llevarse a cabo en 5o y 6o de primaria, se comenzo a implantar en 1o y 2o de la ESO. Una politica TIC que quiere producir cambios en los centros de educacion secundaria obligatoria que participan en el proyecto para aumentar el exito educativo del alumnado, entendido como mejora de los resultados academicos. En este trabajo se presentan las opiniones y expectativas del profesorado de educacion secundaria de la Comunidad de Madrid respecto al impacto que tendra esta politica en sus practicas docentes, en la forma de agrupar al alumnado, en el uso de materiales didacticos digitales y en las habilidades digitales del alumnado.AbstractNationals Spain policies 1:1 were specified in most of Spain's territories through the «School 2.0» program, but in the case of the Community of Madrid, the national policy was defined through the «Technological Innovation Schools» program. This latter program aimed to introduce changes on the use of ICT in the Secondary Schools which joined the project, in order to increase the educational success of students, understood as improving academic outcomes. Both programs differ in the kind of technological equipment provided to the centers and in the grades targeted. Unlike the \"School 2.0\" program, which provided laptops to the schools, in Madrid fixed terminals fastened to the floor were chosen, which depended on multiple servers per classroom. On the other hand, rather than focus in 5th and 6th grade, it was implemented in 1st and 2nd grade of Secondary Education. In this study, the Secondary Education teachers' opinions and expectations about the impact of this policy in their teaching practices (students grouping, use of digital learning materials and students' digital competences) are described.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121212467","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 docentes para la prevención del ciberacoso y delito de odio en Secundaria / Teaching skills for the prevention of ciberbullying and hates crimes in Secondary School","authors":"E. Fernández, Miguel Ángel Ballesteros Moscosio","doi":"10.17398/1695-288X.15.1.131","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.131","url":null,"abstract":"El mundo que nos ha tocado vivir esta caracterizado por una fuerte presencia de las Tecnologias de la Informacion y Comunicacion (TIC), con una amplia presencia en todas las facetas y ambitos. La generalizacion de estas tecnologias ha supuesto numerosos cambios en las formas de relacionarse, asi como la necesidad de adquirir competencias adecuadas para un uso optimo de los recursos tecnologicos. Asimismo, han modificado conductas y alterado muchos elementos de nuestra vida cotidiana. La Educacion y, por ende, el perfil competencial de los docentes, no puede estar ajeno a ello, y debe sufrir los mismos cambios e intentar renovarse para responder a las demandas de las nuevas tecnologias. El trabajo que aqui presentamos pretende analizar el fenomeno del ciberacoso y su relacion con los delitos de odio, prestando especial interes a la necesidad de los docentes de Secundaria de adquirir las competencias necesarias para su deteccion y trabajo en y desde los centros educativos. No se trataria unicamente del desarrollo de competencias instrumentales relacionadas con el uso de la tecnologia, tambien se hace hincapie en la capacidad de evaluar y solucionar problemas, trabajar la empatia y valores, tales como la tolerancia, el respeto, etc. Se proponen, ademas, elementos en los que se ha de incidir en la formacion de los docentes para la prevencion e intervencion del ciberacoso y los delitos de odio. Abstract The time when we live is categorised by a strong presence of Information and Communication Technologies (ICT), with a wide presence in all areas. The generalization of these technologies has brought on a large changes in the ways we interact, as the necessity of acquire adequate skills for an appropriate use of technological resources. Likewise, these technologies have modified behaviours and altered lots of elements in our daily routine. Education and, consequently, teachers’ skills cannot be indifferent to it, and it has to suffer the same changes and tries to upgrade in order to answer the requests of the new technologies. Our paper tries to analyze “Ciberbullying” as a phenomenon and its relation with Hate Crimes, focussing on the need of the secondary school teachers of acquiring the required skills for their detection and work in and from schools. It is not just about the development of instrumental skills related with the use of technology, moreover it emphasizes the ability of evaluating and solving problems, working with empathy and values like tolerance, respect... It is also proposed in this paper, in addition, issues where teacher training has to influence in order to prevent and intervene on cyberbulling and hate crimes.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125240460","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":"Metodologías de trabajo colaborativo en la Educación Secundaria Obligatoria: un estudio de caso / Collaborative Work Methods in Compulsory Secondary Education. A Case Study","authors":"M. González, Sonia Casillas Martín, Azucena Hernández Martín","doi":"10.17398/1695-288X.15.1.75","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.75","url":null,"abstract":"Este articulo da a conocer una parte de la investigacion que lleva por titulo «Aprendizaje colaborativo a traves de las Tecnologias de la Informacion y Comunicacion (TIC) en el contexto de la Escuela 2.0», financiada por el Ministerio de Ciencia e Innovacion EDU2011-28071, y desarrollada entre los anos 2012-2015 por el grupo de investigacion GITE-USAL de la Universidad de Salamanca. En el contexto general de dicha investigacion nos propusimos conocer las concepciones que los profesores de tercer ciclo de Primaria y primer ciclo de Educacion Secundaria Obligatoria de centros de Castilla y Leon, con altas prestaciones tecnologicas, tienen sobre la metodologia de aprendizaje colaborativo; las experiencias de trabajo colaborativo mediante las TIC que desarrollan en el aula, y las actividades de este tipo que realizan con otros companeros, orientadas a su desarrollo profesional. En este trabajo, a traves de una metodologia de estudio de casos, llevado a cabo en un centro educativo de la Comunidad de Castilla y Leon, un Instituto de Educacion Secundaria (IES) situado en la provincia de Leon, profundizamos en las caracteristicas de los procesos que se generan en el aula con estas metodologias colaborativas. Y ademas comprobamos si dichas metodologias implican cambios en los resultados de aprendizaje, contemplando, ademas, las ventajas y los inconvenientes de este tipo de metodologias para los estudiantes. Abstract This article is part of the research entitled «Collaborative learning through the Information Technology and Communication (ICT) in the context of the School 2.0», funded by the Ministry of Science and Innovation EDU2011-28071 between the years 2012-2015 developed by the research group GITE-USAL University of Salamanca. In the general context of this research, we set out to identify the concepts that teachers in third cycle of primary and junior Secondary Education centers of Castile and Leon, with high technological features have on the methodology of collaborative learning; the experiences of collaborative work by developing ICT in the classroom, and activities of this kind engaged with others aimed at professional development. In this paper, through a methodology of studies, carried out in a school in Castilla y Leon, a secondary school located in the province of Leon, we look into the characteristics of the processes that are generated in the classroom with these collaborative methods. And we check whether these methods involve changes in learning outcomes also considering the advantages and disadvantages of this type of methodology for students.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125886619","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}