Influencia de las TIC en el rendimiento escolar de estudiantes vulnerables

Vidal, Inés María González

doi:10.5944/ried.24.1.27960

Cited by 16 publications

(17 citation statements)

References 29 publications

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“…Regarding the impact of the frequency of use of ICT on grades, the results presented confirm what was indicated by [ 26 , 31 ], who found a statistically significant relationship between the frequency of use of the video console and low academic grades. Therefore, it is concluded that a greater number of hours of play is positively and significantly related to a low academic performance.…”

Section: Discussionsupporting

confidence: 86%

“…As for the console, it was found that the following factors predict the negative impact of console on academic performance: frequency of use of console coinciding with [26], who determined that high frequency of videogames is related to poor academic performance; abandonment of academic tasks due to being playing for longer; need to invest more and more time online; staying up late using console; study time spent on the Internet coinciding with [25,31], who highlight that students who spend more time playing videogames present worse academic performance; anger when play is interrupted; age; and stress. This result implies the rejection of H2, since it includes age, stress and staying up late as predictors of academic decline.…”

Section: Discussionmentioning

confidence: 99%

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Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Díaz-López

Ruiz

Maquilón

2021

IJERPH

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Today, the use of Information and Communication Technologies (ICT) is part of the daily lives of adolescents. However, its widespread use in all areas, the vulnerable condition of adolescents and the imminent consequences of problematic use are awakening a growing social and educational concern. With the purpose of looking into this problem, the following research aims are formulated: (1) Analyse the perception of adolescents about their academic performance and the interference of ICT in their development; (2) Describe the frequency of use of ICT and its influence on study time and grades; and (3) Analyse the relationship between family supervision of ICT and academic performance. The representative sample consisted of 1101 adolescents from 10 educational centers in the Southeast of Spain. Descriptive statistics, contingency tables, Chi Square, Cramer’s V and Linear Regression were calculated. The results show that more than 50% of the students believe that they would spend more time studying if they did not have continuous access to technologies. Likewise, 20% of the students identify ICT as responsible for the decline in their academic performance. Statistically significant relationships were found between time limitations for Internet access and academic performance. It is therefore concluded that the problematic use of ICT in adolescence is a phenomenon that demands intervention, and the training of parents and adolescents in the responsible use of ICT is urged.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Díaz-López

Ruiz

Maquilón

2021

IJERPH

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“…The shift to remote training was initiated by the closure of classrooms, what deprived both students and instructors from diverse rights and benefits. On the one hand, it had a negative impact on the inclusion process in Higher Education, understood as the ongoing and transformative process of improving education systems to meet all learners' needs, especially those in low-achieving students or with low-income families [24][25][26]. On the other hand, the change to remote teaching has implied a step forward to the so-called ubiquitous learning [27,28].…”

Section: Description Of the Studymentioning

confidence: 99%

Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic

et al. 2021

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As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taught at civil engineering degrees of three universities, two from Spain and one from Peru, were analyzed. The teaching and evaluation strategies are described, and some reflections are made by comparing the student’s performance with the previous course. Though the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and has probably come to stay, although some other aspects are difficult to replace with respect to face-to-face learning, especially students’ engagement and motivation. The significance of this study relies on a description of the challenges that arose due to the global public health and an assessment of the results of the implemented strategies to account for both teaching and evaluation in modules of civil engineering. After the acquired experience, new questions have arisen, e.g., what type of content is (and what is not) adequate or suitable for online exams? What features have come to stay? Has higher education taken a step forward to tomorrow’s education?

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“…The COVID-19 pandemic re ected the pro les of students who do not have access to the Internet at home and presented di culty in accessing a virtual education, the importance of the Internet connection at home and the daily use of digital devices is perceived (Hurwitz & Schmitt, 2020;Vidal, 2021). However, the literature identi es other pro les of students who consider they have insu cient technological skills, di culties to effectively implement the instructions of the educational center and di culty in catching up with the constant changes in ICT (Rodicio García, Ríos-de-Deus, Mosquera-González & Abilleira, 2020)…”

Section: Educational Exclusion Pro Lesmentioning

confidence: 99%

Architectures of contemporary digital platforms in education. Analysis of exclusion processes

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2021

Preprint

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The Internet is a wide, open and dynamic ecosystem of digital platforms where people and technologies contribute to the creation and consumption of digital information. The convergence of the Internet and the accelerated change of technological innovation have been the engines of society and its development, and all this has caused transformations in the social, economic and educational context. In this context, this work analyzes contemporary digital platform architectures and their influence on the processes of educational exclusion. To meet the objectives, the crucial changes brought about by digitally mediated life are studied; the conceptual and technological aspects that characterize contemporary digital platform architectures; and its influence on exclusion processes. This research is supported by qualitative research methodologies; the analysis and synthesis methods, the PRISMA model, and a meta-analysis of data extracted from the Scopus databases and the Web of Science-WOS is also carried out. The work shows changes in the social and educational context given the consolidation of the Internet through contemporary digital platform architectures and its influence on the processes of social, digital and educational exclusion. The need to promote equal opportunities, active participation and the capacity for professional insertion between women and men is visualized.

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Influencia de las TIC en el rendimiento escolar de estudiantes vulnerables

Cited by 16 publications

References 29 publications

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic

Architectures of contemporary digital platforms in education. Analysis of exclusion processes

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