RELATEC: Latin American Journal of Educational Technology最新文献

{"title":"Aprendizaje ubicuo: un proceso formativo en educación física en el medio natural / Ubiquitous learning: a learning process in Physical Education in the Natural Environment","authors":"Vanesa Gallego-Lema, Juan Alberto Muñoz-Cristóbal, Higinio F. Arribas-Cubero, Bartolomé Rubia-Avi","doi":"10.17398/1695-288X.15.1.59","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.59","url":null,"abstract":"Este articulo presenta un proceso formativo de aprendizaje ubicuo con apoyo tecnologico, desarrollado en el area de Educacion Fisica en el Medio Natural (EFMN). La investigacion ha permitido analizar como repercute el aprendizaje ubicuo en la ensenanza/aprendizaje en el Grado de Educacion Primaria en Educacion Fisica, apoyandose en estudios de caso. Entre otros resultados,  el aprendizaje ubicuo ha favorecido que el alumnado y el profesor hayan interactuado en el proceso desde distintos espacios y momentos, uniendo los ambitos formales e informales, asi como aportando un beneficio en los distintos elementos del curriculum oficial. De esta manera, el alumnado ha incrementado su competencia digital, junto con una mejor adquisicion de los contenidos de la asignatura, superando las distintas problematicas que han emergido durante el proceso. Las conclusiones senalan que las herramientas tecnologicas han apoyado el curriculum de EFMN, favoreciendo un proceso formativo ubicuo. Describimos la experiencia formativa realizada en la asignatura durante el curso 2012-2013, junto con su implementacion tecnologica. Abstract In this paper we present a technology-supported ubiquitous learning process, developed in the area of Physical Education in the Natural Environment. The research conducted allowed us to analyze how ubiquitous learning impacted on the teaching / learning process in a university degree on Primary Education with a major in Physical Education, using a case study method. Among other findings, the research results suggest that ubiquitous learning encouraged students and teacher to interact in the learning process from different places and times, linking formal and informal settings, as well as providing a benefit in different elements of the official curriculum. In this way, students increased its digital competence and they achieved a better understanding of the contents of the subject, overcoming problems that emerged during the process. The conclusions we reached point out that technological tools supported the EFMN curriculum, causing an ubiquitous training process. In this paper, we describe the educational experience carried out in the subject during the 2012-2013 academic year, as well as the technological implementation performed.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"32 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":"123648902","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":"Visualidades contemporáneas, ciudadanía y sabiduría digital: Afrontar las posibilidades sin eludir las tensiones. Contemporary Visualities, Digital Citizenship and Digital Wisdom. Confronting possibilities without advoiding tensions.","authors":"J. M. S. Gil, F. Hernández, Pablo Vargas","doi":"10.17398/1695-288X.15.2.25","DOIUrl":"https://doi.org/10.17398/1695-288X.15.2.25","url":null,"abstract":"En los ultimos anos la proliferacion de tecnologias digitales (TD) para crear, almacenar, transformar, mezclar, transmitir y acceder a todo tipo de informacion ha supuesto una autentica revolucion en distintos ambitos de la vida. La informacion visual (re)crea estereotipos, modelos, deseos, mundos irreales, posibles e imposibles, que constituyen y proyectan nuestros imaginarios y permean nuestras realidades. Esta revolucion de lo visual, esta creciente facilidad, tanto para crear imagenes, como para transmitirlas y acceder a ellas, esta teniendo un impacto considerable en la redefinicion de los conceptos de ciudadania y sabiduria y por tanto de la educacion.  En este contexto, discutimos las cuestiones relacionadas con lo que se ha dado en llamar la ciudadania y la sabiduria digital, sobre todo en sus dimensiones relacionadas con un uso prudente de las mismas y el derecho (y el deber) del ciudadano de contar con una educacion que le permita entender y participar en la sociedad, defender sus derechos y cumplir con sus obligaciones. En este articulo nos centraremos en la caracterizacion de las visualidades en la era digital, las nociones de ciudadania y sabiduria en este contexto y sus implicaciones para la educacion. Abstract In recent years, the impressive development of digital technology (TD) to create, store, process, mix, transmit and access all kinds of information has become a revolution in various spheres of life. Visual information (re)creates stereotypes, patterns, desires, unreal, possible and impossible worlds, which shape and project our imaginaries and permeate our realities. This revolution of the visual, the increasing ease, both to create images, and to store, transmit and access them is having a considerable impact on redefining the concepts of citizenship and wisdom and therefore of education. In this context, we discuss issues related to the so-called digital citizenship and digital wisdom. Especially in their dimensions related to prudent use of them and the right (and duty) of the citizens to have an education that allows them to understand and participate in society, defend their rights and fulfill their obligations. In this paper, we focus on the characterization of the visualities in the digital age, the notions of citizenship and wisdom in this context and its implications for education.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115260796","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 comparativo de las prácticas docentes con recursos TIC. Estudio de casos con profesores de Infantil, Primaria y Secundaria / Comparative analysis of classroom practices with ICT resources. Case Studies with teachers from Early Childhood Education","authors":"Elena Ramírez Orellana, Jorge Martín-Domínguez, Mateus Madail Santin","doi":"10.17398/1695-288X.15.1.11","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.11","url":null,"abstract":"El presente articulo pretende estudiar como varios profesores de distintas etapas educativas incorporan a sus practicas diversos recursos tecnologicos, sean equipos informaticos especialmente adaptados para edades tempranas u otros como pizarras digitales interactivas en conjuncion con otros soportes. Para realizar el estudio, se han registrado en video el desarrollo de las clases y, posteriormente,  mediante  un sistema de categorias que permite desmenuzar lo que ocurre en las clases, se han analizado las practicas de aula. Los resultados corroboran estudios anteriores sobre incorporacion de las Tecnologias de la Informacion y la Comunicacion (en adelante TIC) y permiten afirmar que los profesores gestionan el uso de estos recursos a traves de distintos patrones de actividad que adquieren sentido en relacion con la finalidad curricular de cada sesion. Asimismo, se constata que las tecnologias adoptan un papel subsidiario: el profesor se apoya en ellas para desarrollar las tareas y los contenidos y no cambia su forma de actuar por incorporar el recurso digital. ABSTRACT This paper tries to examine how various teachers from different educational levels integrate into their practice technological resources, computer equipments designed to be used with children at early ages or whiteboards combined with other hardware. Using a system to analyze classroom interaction that allows us to segment teaching practice into categories differentiated by level of generality, we studied recordings of various classroom sessions with the ICT resources. The results confirm the conclusions reached by previous studies on the Information and Communication Technologies educational uses and be able to affirm that teachers managed their practices by activity patterns where digital resources get sense in relation with the curricular goals of each session. Likewise, the results confirm that ICT resources play a secondary role: the teacher rely on them for support in the management and presentation of classroom tasks and contents. Also, teachers do not change their usual classroom performance when they incorporate the digital resource.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114432407","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":"El asesoramiento en el proceso de implantación de las TIC en las escuelas. Funciones y estrategias de intervención de los asesores especialistas / The advice in the process of implementation of ICT in schools. Functions and intervention strategies","authors":"Víctor M. Hernández Rivero, J. Alonso","doi":"10.17398/1695-288X.15.1.31","DOIUrl":"https://doi.org/10.17398/1695-288X.15.1.31","url":null,"abstract":"Este articulo recoge los resultados de un estudio cuya finalidad es conocer la percepcion que el conjunto de asesorias especialistas en TIC de los Centros del Profesorado (CEP) de Canarias  tienen de las funciones que desempenan, de las estrategias de apoyo al profesorado que despliegan, y de las demandas de asesoramiento que reciben en el marco del proceso de implantacion de las tecnologias en las escuelas. Tambien se identifican algunas problematicas con que se encuentran en el desempeno de su labor. El diseno de investigacion se apoya en metodologia de tipo cualitativo empleando la entrevista como tecnica de recogida de informacion. Se evidencia que el rol del asesor TIC esta en proceso de redefinicion, evolucionando desde un perfil de experto en cuestiones de tipo tecnico e informatico a otro mas pedagogico centrado en aspectos didacticos relacionados con la incorporacion de las tecnologias en las aulas y las escuelas. Abstract This article presents the results of a study aimed at knowing the perception that the set of consulting specialists in ICT Teacher Centers (CEP) Canary (18 subjects) have the roles, strategies to support teachers deploying, and the demands of advice given in the context of the implementation of technology in schools. Some problems they encounter in the course of their work are also identified. The research design is based on qualitative methodology using the interview as data collection technique. It is evident that the role of the ICT advisor is being redefined, evolving from a profile expert on issues of technical and computer type to another more focused on didactic teaching aspects of the incorporation of technology in classrooms and schools.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129169453","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":"Creencias sobre Tecnología Educativa: una mirada desde la biografía escolar y universitaria de una maestra en formación inicial / Beliefs about Educational Technology: a view from a pre-service teacher biography in school and university","authors":"F. Varela, A. G. Barujel","doi":"10.17398/1695-288X.14.3.23","DOIUrl":"https://doi.org/10.17398/1695-288X.14.3.23","url":null,"abstract":"Se presenta una investigacion que analiza las creencias sobre Tecnologia Educativa construidas por futuros profesores a lo largo de su historia de vida a traves de estudio de casos. Los datos se recogieron a traves de entrevistas en profundidad realizadas en dos etapas, la primera, antes de que asuman las practicas pre-profesionales y la segunda, inmediatamente despues de las mismas. El trabajo permite recuperar una serie de creencias que se derivan de la biografia. Las conclusiones aluden a la impronta de los procesos biograficos, sobre todo en relacion a las creencias construidas en los primeros anos de escolarizacion que no son relativizadas durante la formacion inicial. Estas creencias mantienen su vigencia en la formacion inicial y predominan sobre los conocimientos adquiridos cuando se llevan adelante actividades de ensenanza. En este trabajo se analiza la  biografia escolar y universitaria del caso de Emma. Abstract We present a research on beliefs about Educational Technology built by pre-service teachers throughout life story with case study. Data were collected through in-depth interviews in two stages, first, before they take the pre-professional practices and second, immediately after them. The work on biographies has allowed identify a variety of beliefs. The conclusions show the importance of the biographical processes, especially in relation to the beliefs constructed in the early years of schooling are not relativized during initial training. These beliefs are still valid in the teacher education process and predominate over the knowledge acquired when teaching activities are carried out. In this paper is analyzed Emma's biography in relation to school and university.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126659141","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":"Influência da tecnologia interativa síncrona e da adaptação metodológica sobre a intenção de continuidade de uso da educação a distância/ Influence of interactive synchronous technology and methodological adaptation of the intention of continued use ...","authors":"F. Machado-da-Silva, F. Meirelles","doi":"10.17398/1695-288X.14.3.49","DOIUrl":"https://doi.org/10.17398/1695-288X.14.3.49","url":null,"abstract":"O objetivo deste estudo e avaliar a influencia das tecnologias interativas sincronas e da adaptacao metodologica sobre a intencao de continuidade de uso da Educacao a Distância. Em sua primeira fase, este experimento contou com a participacao de 2.376 pessoas das cinco regioes do Brasil. Para o tratamento dos dados, a tecnica PLS-PM (Partial Least Square – Path Modeling) foi utilizada com uma amostra final de 243 individuos. Os resultados indicam que a adaptacao do aluno a metodologia e um importante preditor de sua satisfacao, percepcao de utilidade e de sua intencao de voltar a estudar pela internet no futuro, entretanto, nao foi possivel confirmar a influencia das tecnologias interativas sincronas sobre a intencao de continuidade de uso da EaD, revelando que a tecnologia de informacao, embora importante, tem papel de suporte aos processos educacionais, e o que orientara a decisao do aluno de voltar a estudar via EaD sao os aspectos metodologicos aplicados as diversas midias disponiveis, alem de outros possiveis fatores externos a instituicao nao contemplados neste estudo. Entender os fatores que levam a continuidade dos estudos em EaD pode ajudar na reducao da evasao ao promover adaptacoes metodologicas ao perfil do estudante, melhorando a relacao de ensino-aprendizagem e o alcance dos objetivos educacionais. Abstract","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126712629","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 descriptivo del uso problemático y hábitos de consumo de los videojuegos con relación al género en estudiantes universitarios / Descriptive analysis of the problematic use and habits of consumption of the video games with relation to...","authors":"T. E. Garcés, R. C. Cuberos, M. Sánchez, A. Martínez, F. Z. Ortega, C. Martínez","doi":"10.17398/1695-288X.14.3.85","DOIUrl":"https://doi.org/10.17398/1695-288X.14.3.85","url":null,"abstract":"El sedentarismo representa uno de los principales problemas de la sociedad actual, siendo el «sedentarismo tecnologico» una nueva vertiente que surge del tiempo libre dedicado al uso de la pantalla, como es la television, ordenador y videoconsolas. Atendiendo a la etapa universitaria como un periodo en el cual se conforman los estilos y habitos de la vida adulta, se realiza este estudio con el objetivo de conocer y analizar los habitos sedentarios en relacion al conocimiento y dedicacion a los videojuegos de un sector de la poblacion universitaria, comprobandose posibles diferencias en relacion al genero. La muestra conto con 490 sujetos universitarios con un rango de edad comprendido entre 20 y 51 anos. Los datos se obtuvieron con un cuestionario sociodemografico, de uso problematico y habitos de consumo sobre los videojuegos. Los principales resultados determinaron que cerca de ocho de cada diez sujetos no presentaban problemas en relacion a los videojuegos, siendo todos los casos con problemas severos sujetos masculinos. En torno a los habitos de consumo, cuatro quintos del total mostraban un perfil bajo de adiccion, siendo todos los casos de perfil alto sujetos masculinos. Senalar el consumo de pantalla como uno de los pocos factores potencialmente modificable en relacion al sedentarismo. Abstract Sedentarism represents one of the main problems of the actual society, being «the technological sedentary» a new dimension that arises from the free time dedicated to the use of the screen, such as watching television or playing video games. Attending to the university stage as a period in which habits of the adulthood are conformed, this study is realized with the aim to analyze sedentary habits in relation to the knowledge and dedication to the use of video games in a sector of the university population, studying possible differences in relation to the gender. The sample consisted of 490 university students with an age range between 20 and 51 years old. The information was obtained by a sociodemographic questionnaire and other which measure the problematic use of video games and the habits of consumption on these. The main results determined that near eight of every ten students did not present problems in relation to the video games use, being all the cases with severe problems related with masculine subjects. Concerning the habits of consumption, four fifth ones of the total shown a low profile of addiction, being all masculine cases associated with a high profile. Therefore, the consumption of screen represents one of few factors potentially modifiable in relation to the physical inactivity.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114335099","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":"Enseñar con Motion Graphics / Teaching with Motion Graphics","authors":"Concepción Alonso Valdivieso","doi":"10.17398/1695-288X.14.3.75","DOIUrl":"https://doi.org/10.17398/1695-288X.14.3.75","url":null,"abstract":"Cada vez son mas las herramientas tecnologicas de las que disponemos para mejorar la calidad de nuestra docencia, ademas, contamos con nuevas metodologias docentes para conectar mejor con los estudiantes de hoy. Una de ellas es «la clase al reves» o «flipped classroom» desarrollada por los profesores Bergman y Sams. Consiste en facilitar al alumno recursos audiovisuales para un aprendizaje autonomo, mientras que en clase se realizan practicas o debates con la orientacion del profesor. De esta manera se observan individualmente los conceptos adquiridos por los alumnos y se refuerzan los aspectos no aprendidos. Esta metodologia crea la necesidad de disponer de un material audiovisual de calidad y adaptado a las necesidades de cada docente. Desde aqui proponemos el uso del «Motion Graphics» o «Disenos Audiovisuales» para desarrollarlo ya que resulta ser una tecnica de animacion capaz de comunicar y traducir complejos conceptos y ademas hacerlo con un logrado atractivo estetico. A traves del curso «Iniciacion a Motion Graphics» impartido en la Universidad de Granada nos hemos propuesto el objetivo de ensenar a nuestros docentes a ensenar con Motion Graphics. Abstract We have a growing number of technological tools to improve the quality of our teaching, also, we have new teaching methodologies to better connect with today's students. One of them is the «flipped classroom» developed by the teachers Bergman and Sams. In the «flipped classroom» students are provided with audiovisual material for learning at home, while in class practices or discussions are performed with the teacher guidance. This way, the concepts acquired by the students are observed individually, and the unlearned aspects are reinforced. This methodology creates the need for quality audiovisual material adapted to the needs of each teacher. From here we propose the use of «Motion Graphics» to develope it, as it turns out to be an animation technique capable of communicate and translate complex concepts and do it with great aesthetic appeal. Throughout the course «Introduction to Motion Graphics», taught at the University of Granada, we have set the goal of teaching our teachers to teach with Motion Graphics.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122975007","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 imponderables de la tecnología educativa en la formación del profesorado / The intangibles of educational technology in the teacher training","authors":"J. P. Chacón, J. Moreno, Á. Alonso","doi":"10.17398/1695-288X.14.3.11","DOIUrl":"https://doi.org/10.17398/1695-288X.14.3.11","url":null,"abstract":"El articulo se focaliza en la influencia que tienen la actitud y los valores culturales y pedagogicos del profesorado ante el uso de los dispositivos tecnologicos en las aulas. La formacion del profesorado en tecnologia educativa, como valor estrategico relevante, queda orientada en la direccion de promover la innovacion y el cambio educativo para la mejora. El analisis llevado a cabo permite identificar hasta cinco principales imponderables de las tecnologias en la formacion del profesorado. Se trata de la inestabilidad de los protocolos de equipamiento de los centros escolares, la innovacion en los centros escolares versus el desarrollo de artefactos tecnologicos, la gestion y el control como servidumbre, la cultura tecnologica de los centros escolares y los nuevos roles y representaciones entre los agentes educativos. Algunas consideraciones ultimas a las que se llega destacan la conveniencia de potenciar en los centros escolares una cultura tecnologica sostenida en actitudes y valores como la libertad, la democracia y el espiritu critico. Siempre desde la logica de la reflexion compartida y la cooperacion entre los distintos agentes que configuran las comunidades educativas. En el desarrollo de nuestra sociedad del conocimiento se va a precisar, tambien, de un profesorado adecuada y oportunamente formado en actitudes y valores eticos, pues en el ejercicio de la docencia van a resultar pilares basicos tanto la independencia, como la participacion y la configuracion de una ciudadania critica. Abstract The article focuses on the influence the attitude and cultural values of the pedagogical faculty before the use of technological devices in the classroom. Teacher training in educational technology, such as strategic value relevant, is pointing in the direction of promoting innovation and educational change for improvement. The analysis carried out lets you identify up to five major uncertainties in the technologies in the field of teacher training. It is the instability of the protocols of equipment for the schools, the innovation in the schools versus the development of technological artifacts, the management and control as an easement, the technological culture of the schools and the new roles and representations between the educational agents. Some considerations to the latter that stand out is reached the desirability of enhancing in the schools a technological culture sustained in attitudes and values such as freedom, democracy and critical spirit. Always from the logic of the shared reflection, and the cooperation between the various actors that shape the educational communities. In the development of our knowledge-based society is to be noted, also, a faculty adequate and timely formed in attitudes and ethical values, because in the exercise of the teaching will be basic pillars both independence, such as participation and the configuration of a critical citizenship.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132687813","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 introducción de Facebook en el aula universitaria en España: la percepción del estudiante / The Introduction of Facebook in the University Classroom in Spain: Student Perception","authors":"Joan Francesc Fondevila i Gascón, P. Bernal, J. L. Crespo, E. López, Josep A. Rom Rodríguez, Elena Puiggròs Román","doi":"10.17398/1695-288X.14.3.63","DOIUrl":"https://doi.org/10.17398/1695-288X.14.3.63","url":null,"abstract":"La penetracion de Facebook en el tejido estudiantil es una realidad tecnologica educativa con la que la universidad debe convivir. Ante ello, se plantea la disyuntiva de tratar de incorporar la red social como factor de enriquecimiento en la relacion entre alumnado y profesorado, o alejarla de las aulas. De hecho, existe un gap entre el uso de los estudiantes y el de profesorado e instituciones academicas. En esta investigacion se analiza el uso de Facebook por parte de los estudiantes universitarios con relacion al aprendizaje y a la tarea universitaria, y se sondea si el estudiante aceptaria de buen grado la incorporacion del profesorado a esa herramienta en el aula universitaria. A partir de un enfoque metodologico cuantitativo (cuestionario a estudiantes en el curso 2014-15), se observa que Facebook ya es una realidad aplicada al aula en Espana, ya que se reconocen actividades -como grupos creados con objetivo academico, la comparticion de enlaces a contenidos de caracter academico o incluso la respuesta de encuestas de companeros-. En cuanto al uso de Facebook por parte del profesorado, la mayoria de los estudiantes son favorables a ello Abstract Facebook penetration in student framework is an educational technology reality that the university should live. In response, the dilemma of trying to incorporate social networking as enrichment in the relationship between students and teachers, or out of the classroom arises. In fact, there is a gap between the use of students and faculty and academic institutions. In this research the use of Facebook is analyzed by university students in relation to learning and university work, and probed whether the student would welcome the inclusion of teachers to that tool in the university classroom. From a quantitative approach, it appears that Facebook is a reality applied to the classroom in Spain as well as activities such groups created with academic goal, sharing links about content of an academic nature or even the answer surveys peers recognized. On the use of Facebook by teachers, most students are favorable.","PeriodicalId":316753,"journal":{"name":"RELATEC: Latin American Journal of Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126142310","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}