Evaluation of heritage education technology-based programs

Vicent, Naiara; Ibáñez-Etxeberría, Alex; Asensio, Mikel

doi:10.4995/var.2015.4367

Cited by 14 publications

(10 citation statements)

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“…Y en el campo de la educación patrimonial la incorporación de la tecnología también ha abierto nuevos planteamientos. La aplicación del mobile learning a espacios arqueológicos, tanto en contextos de aprendizaje informal como formal dirigido a escolares, ha sido objeto de estudio en los últimos años, convirtiéndose en una de las líneas actuales de investigación en educación patrimonial en España (Ibáñez, Vicent & Asensio, 2012;Vicent, Ibáñez & Asensio, 2015;Vicent, Rivero & Feliu, 2015). Estos estudios abren una cuestión relevante de investigación: la evaluación de programas de educación patrimonial basados en tecnologías, aspecto clave si se quiere valorar el aprendizaje de los participantes.…”

Section: Arqueología Reconstructiva Digital En Dispositivos Móvilesunclassified

Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones

Rivero

Feliu

2017

Estud. pedagóg.

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Se analizan las posibilidades de contribuir a la Educación patrimonial a través de la integración de la arqueología virtual (reconstrucciones y recreaciones virtuales, realidad aumentada, etc.) en propuestas didácticas planteadas desde diversas metodologías. Para ello se tienen en cuenta de diferentes proyectos de innovación y de investigación educativa que se han tenido como base visualización, manipulación, clasificación o construcción de objetos virtuales de carácter arqueológico, algunos de ellos en el entorno de la web social colaborativa o web 2.0. Palabras clave: didáctica del patrimonio, arqueología reconstructiva, realidad aumentada, web 2.0, ciencia ciudadana.

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Section: Arqueología Reconstructiva Digital En Dispositivos Móvilesunclassified

Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones

Rivero

Feliu

2017

Estud. pedagóg.

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“…While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.Sustainability 2020, 12, 933 2 of 21 offer a bibliometric study of the scientific production on heritage education over the last ten years and show how the evaluation of programs accounts for the greatest scientific production in the last 6 years. Some of these studies emphasize evaluation based on standards [10][11][12][13][14], others are oriented towards the evaluation of implementations, both in formal and non-formal spheres, with special emphasis on the use of Information and Communication Technology (ICT) [15,16]. Other research has focused on qualitative assessments [17,18] and on the analysis of educational resources [19,20] or the evaluation of learning [21].…”

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confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

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“…The majority is in agreement regarding the great potential of these tools for working with heritage [12,13]. There are also many references to program evaluation in heritage education with a technological basis, both in the field of education and in museums [14][15][16][17]. However, program evaluation in heritage education is a field that has not yet been developed as it should [18].…”

Section: An Evaluation Of New Technologies In Heritage Educationmentioning

confidence: 99%

Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage

et al. 2020

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This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality.

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Evaluation of heritage education technology-based programs

Cited by 14 publications

References 1 publication

Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones

Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage

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