The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.
ResumenLos sistemas educativos están incorporando en sus currículos oficiales nuevos conocimientos relacionados con el pensamiento computacional. Las administraciones educativas consideran que existen argumentos económicos, laborales, educativos, sociales y culturales para introducir la programación informática en el diseño curricular de la educación obligatoria. En este artículo se describen y analizan tres diseños curriculares que incluyen el pensamiento computacional. Por una parte, dos currículos prescriptivos (Reino Unido y Comunidad Autónoma de Madrid) organizados en torno a asignaturas, centrados en contenidos obligatorios y resultados de aprendizaje estandarizados. Por otra parte, un currículo innovador y globalizado (Q2L), que incluye el pensamiento computacional como una competencia básica, transversal y contextualizada. El análisis de los diseños permite observar dos enfoques diferentes en la introducción de la programación en las aulas. Se concluye con la necesidad de fundamentar los diseños curriculares en la experiencia acumulada sobre el uso educativo del pensamiento computacional (Papert), los resultados de la investigación educativa y las nuevas ecologías del aprendizaje. Palabras clavePensamiento computacional; Programación; Alfabetización tecnológica; Tecnología Educativa; Innovación Educativa; Diseño curricular. AbstractEducational systems are incorporating in their official curricula new knowledge related to computational thinking. Education authorities consider that there are economic, labor, educational, social and cultural arguments to introduce computer programming in the curriculum of compulsory education. This article describes and analyzes three curricular
INTRODUCCIÓN. La figura del docente tiene un papel fundamental en la integración de las TIC en los centros educativos, y la construcción de perfiles del profesorado ha sido utilizada en la investigación educativa sobre el uso pedagógico de las tecnologías digitales. Sin embargo, no existe aún un modelo teórico explicativo que aúne todos los factores y variables que permita implementar estrategias de integración de las TIC en las aulas, centradas en las necesidades y características del profesorado. Es por tal motivo que la presente investigación identifica diferentes perfiles del profesorado y aporta evidencias sobre factores que influyen en el modo de utilización de las tecnologías en la práctica docente. MÉTODO. Se ha realizado una investigación longitudinal con un estudio de casos múltiples, utilizando la entrevista semiestructurada como principal método de recogida de datos y el procedimiento de comparación constante de la teoría fundamentada como técnica para el análisis de datos. En este estudio han participado cuatro centros de educación primaria e infantil y coordinadores TIC, profesorado, miembros de equipos directivos, familias y asesores TIC (n=57). RESULTADOS. Se concluye el estudio con un modelo teórico explicativo conformado por cuatro perfiles de profesorado respecto al uso de las tecnologías en el aula: “reacio”, “aprendiz”, “gestor” y “e-innovador”. DISCUSIÓN. Los factores de la implementación de las tecnologías en la práctica docente identificados y coincidentes con otros estudios son la competencia digital docente, la formación permanente, las actitudes hacia las TIC, la autoconfianza, la colaboración con personal experto en TIC y la presión percibidadesde el contexto escolar.
Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation. El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinformación.
In this article the current situation of educational policies for the incorporation of ICT in schools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia, Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzes Asturias) after the process driven by the Escuela 2.0 program. This program was in effect during the period 20092012 and responded to the 1:1 model of a computer per student. This analysis was guided by the following questions: What effects remain from the experiences of educational policies of the 1:1 model?; What new projects or programs are in place in the educational systems of the regions? What new trends in relation to ICT are emerging in the educational agenda of regional policies? We conclude that the new ICT policy, among other things, aim to focus on the integration of IDPs to all classrooms to equipping students tablets instead of netbooks, a substitution policies textbooks paper for digital content platforms, to create portals of cloud resources. The absence of an educational program or policy level ICT coordinated statewide as was the experience of School Program 2.0 has been observed.
La investigación en Tecnología Educativa ha experimentado un amplio crecimiento en las últimas décadas. Este desarrollo no ha tenido una influencia significativa en la práctica educativa. La integración de las tecnologías digitales en los sistemas educativos no ha modificado sustancialmente la metodología docente para adaptarse a las competencias del siglo XXI. La investigación educativa tiene un escaso impacto en la toma de decisiones de los profesionales de la educación. Por otra parte, las nuevas ecologías del aprendizaje nos sitúan ante contextos de enseñanza-aprendizaje más flexibles, abiertos, distribuidos y conectados. Se necesitan nuevas teorías del conocimiento y nuevos enfoques en las metodologías de investigación educativa. En este artículo el «aprendizaje trialógico» se identifica como un marco conceptual útil para la comprensión de los nuevos contextos educativos y el «Design-Based Research» (DBR) se describe como un modelo metodológico idóneo para la integración efectiva de la investigación en la teoría y práctica pedagógica.
The digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that contain, store and disseminate information (e.g., e-books, videos, or databases) and, on the other hand, those technologies designed for short-term communication (e.g., social networks and smartphones). Academic achievement is one of the most widely used variables to try to understand how information and communication technologies affect student learning outcomes. Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results in relation to certain curricular areas. However, in general, the research is inconclusive and more studies are needed on this complex relationship. A systematic review was carried out using the Education Resources Information Center (ERIC) educational database as a documentary source, and research articles on academic performance and ICT use were selected (n = 100). As a result, there was evidence of improved performance in educational practices enriched with ICT. Mathematics and science are the areas of greatest interest to researchers, and it was observed that the educational systems most oriented toward competitiveness and educational selectivity are the most productive in this field. The discrepancies between the “macro-studies” of international organizations and the “micro-studies” analyzed in this review are discussed.
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