ResumenSe realiza un estudio para conocer el tiempo que dedican los universitarios a las nuevas tecnologías diaria y semanalmente e identificar si su uso se convierte en un problema. La muestra se diferencia entre alumnos universitarios de primer y cuarto curso de la Facultad de Educación de Albacete, en España. Para realizar este estudio descriptivo se ha utilizado el Cuestionario sobre Uso Problemático de Nuevas Tecnologías (UPNT). Los resultados indican que los estudiantes dedican un tiempo elevado al uso del teléfono móvil y de internet y que un alto porcentaje de ellos tienen problemas por este motivo. Los estudiantes más jóvenes presentaron un uso mayor de internet frente a los estudiantes de curso más avanzado. En el uso del teléfono móvil no se aprecia estas diferencias. Como conclusión, se debe indicar que más de la mitad de la muestra dedica más de cinco horas al día al teléfono móvil y que el 79,6% de la misma manifiesta haber tenido problemas secundarios de comportamiento por su uso excesivo. Palabras clave: TIC; uso de nuevas tecnologías; estudiantes universitarios; uso de internet; abuso del teléfono móvil Problems Derived from the use of Internet and Mobile Phone in University StudentsAbstract A study aimed to know the time, daily and weekly, that university students dedicate to the use of new technologies and to identify if its use becomes a problem in any sense. The sample is differentiated between university students of first and fourth year of the Faculty of Education of Albacete, in Spain. To carry out this descriptive study, the Questionnaire on Difficult Use of New Technologies (UPNT) has been used. The results indicate that students spend a lot of time on the use of the mobile phone and internet and that a high percentage of them have some problems for this reason. Younger students had a greater use of the Internet than the more advanced students. In the use of the mobile phone these differences are not appreciated. As a conclusion, it should be pointed out that more than half of the students dedicate more than five hours a day to the mobile phone. Also, 79.6% of these users indicate that they have had secondary behavioral problems due to its excessive use.
El aprendizaje de la competencia intercultural, entre otras, es la clave para el cambio que en estos instantes se está generando en el Espacio Europeo de Educación Superior, EEES. El dominio de esta competencia por parte del profesorado constituye uno de los elementos esenciales para afianzar la identidad europea a fin de que la integración política, socioeconómica y cultural sea un éxito. La competencia intercultural debe abordarse de manera transversal en las instituciones educativas desde la infancia. Es necesario que en la formación del profesorado se implementen contenidos y conocimientos, así como estrategias didácticas sobre cómo desarrollar estas competencias en la educación infantil.Para citar este artículo / To cite this article / Pour citer cet article / Para citar este artigo AbstractThis research aims to know the beliefs of early childhood education student teachers about multiculturalism, and to understand how intercultural competence is developed in the process of initial teacher development in the Faculty of Education of Albacete of the University of Castilla-La Mancha (UCLM, Spain). Participants were 172 students. The design is framed in the Mixed Methods paradigm, defined as the systematic integration of qualitative and quantitative research methods in a study. For this purpose, a questionnaire of 25 questions was made, their results were analyzed by using SPSS 20.0. At the same time, the scripts of the individual interviews and of the focus group discussions were written, and they were analysed by using Atlas.ti 6. Validity and reliability were guaranteed with techniques such as theoretical revision, pilot application, expert judgment and application of the Cronbach Alpha (0.861). Results showed that the development of the intercultural competence of future early childhood teachers was deficient. According to students, the curriculum did not improve their cognitive, pedagogic and emotional intercultural competence, because at the end of their studies they had prejudices and negative cultural stereotypes towards foreigners (these prejudices during their studies were soften, but not eliminated).
This study emerges from the development of higher-order thinking skills recognised as influential attributes to be considered for quality of learning in preservice teachers; hence, this quantitative research is a systematic attempt to obtain metric-quality pieces of evidence for identifying university students’ perspectives on reflective learning standards throughout their initial training period utilising an adapted cultural-forces scale. The earlier mentioned tool is an adaptation of Ritchhart’s scale (2015) for the assessment of cultural forces from the model of the Culture of Thinking. The selected sample of preservice teachers encompasses 700 university students of education from 7 faculties of education in Spain. Research results reveal that the use of the scale displayed high reliability and suitability. Similarly, significant statistical differences were observed in the eight scales of cultural forces assessment, where the prime-valued by the students were interactions, expectations, environment, language and time. Apropos of statistics, research results manifest as relevant. Such significance reveals how classroom culture and practical strategies acquire meaning and show connections with learning purposes—likewise with the developmental encouragement of cognitive skills and dispositions towards reflective learning.
The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.
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