This chapter is proposed with the primary aim of analysing the massive incorporation of the video in social networking sites, as a narrative resource support in those platforms. At the same time, and more specifically, it aims to show how they are able to be used in teacher training, since social networking sites appear as enhancing the use of video possibilities in open teacher training. However, in the educational field are shown as an aspect that still needs to explore and deepen this line of research. First, this chapter presents the phenomenon of the incorporation of video into social networking sites. Second, we present a systematization of the research work on the pedagogical value of videos and social networking sites in teacher training. This new scenario favours knowledge democratization and involves a reformulation of teacher training models and professional identity.
En esta aportación se visibilizan los conocimientos y aprendizajes que deben conformar la Formación Investigadora en Tecnología Educativa, derivados de tres modelos formativos teóricos: técnico, personalista y cultural. Se aporta también un modelo teórico, validado empíricamente, para explicar los procesos internos que subyacen en la formación investigadora en Tecnología Educativa. Los procesos de formación investigadora se ilustran en base a historias de vida de investigadores que conforman un grupo de investigación consolidado en Tecnología Educativa. Se concluye expresando la necesidad de profundizar y avanzar en el conocimiento pedagógico de la formación investigadora.AbstractIn this contribution, knowledge and learning that should shape the Research Training in Educational Technology become visible. This knowledge and learning derive from three theoretical training models: technical, personalistic and cultural. A theoretical model, which has been validated empirically, to explain the internal processes that underlie Research Training in Educational Technology is also provided. Research Training processes are illustrated based on the life stories of researchers who make up a research group in Educational Technology. It concludes by highlighting the need to advance and deepen the pedagogical knowledge that forms the Research Training.
The objective of this work is to know both the motivations and the values that move teachers to train and use ICT in educational centers with long experience and Good Practices with ICT. A quantitative research is proposed with a descriptive method and a survey design, whose instrument of data collection is a questionnaire to the teachers. After a non-probabilistic and intentional sample, a final sample of 136 teachers from 18 educational centers is reached. Among the results, it highlights a more elevated intrinsic than extrinsic motivation and high values of trust, creativity and sharing. Likewise, there are significant differences in motivations and values in the formation and use of ICTs based on a series of variables related to ICT integration plans and programs, as well as the involvement of teachers at different levels. In this way, the relevance of both ICT policies and awareness of their importance among teachers is evident
This chapter is proposed with the primary aim of analysing the massive incorporation of the video in social networking sites, as a narrative resource support in those platforms. At the same time, and more specifically, it aims to show how they are able to be used in teacher training, since social networking sites appear as enhancing the use of video possibilities in open teacher training. However, in the educational field are shown as an aspect that still needs to explore and deepen this line of research. First, this chapter presents the phenomenon of the incorporation of video into social networking sites. Second, we present a systematization of the research work on the pedagogical value of videos and social networking sites in teacher training. This new scenario favours knowledge democratization and involves a reformulation of teacher training models and professional identity.
The aim of this work is to gain a better understanding of the relationship between the emotions that ICTs evoke in students and their assimilation of these technologies. To this end, a qualitative and descriptive methodology based on a student questionnaire was designed for data collection. The results show that ICTs evoked strong positive emotions in the students interacting with them, whose assimilation of these technologies was high. There were positive correlations between the level of assimilation of ICTs and all the emotions experienced by the students. There were also differences in the assimilation of ICTs in terms of the emotions analyzed. Therefore, research on students' emotional reactions when interacting with ICTs is essential for improving their assimilation.
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