Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC

Pons, Juan Manuel de Pablo; Vaquero, Mercedes Llorent

doi:10.6018/educatio.432951

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…The data indicated a prevalence rate on the development of good teaching practices of almost 53% of university teachers of Language and Literature Didactics. Likewise, the results obtained show a panorama in line with international organisations that are calling for the application of mobile devices in the classroom (DÍAZ-GARCÍA et al, 2020;DE PABLOS;LLORENT-VAQUERO, 2020).…”

Section: Discussionsupporting

confidence: 67%

Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

Rodríguez¹,

Díaz²,

Torres³

et al. 2021

RCO

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The use of mobile learning is becoming increasingly widespread among university teachers, thanks to its many benefits. Moreover, its application is associated with good teaching practices. The aim of this study is to analyse the development of good teaching practices in the use of m-learning by university teachers from the Department of Didactics of Language and Literature, as well as to identify the factors that influence the development of best practices. The research method developed is based on a transversal design. 110 teachers from the Department of Language and Literature Didactics participated in the study. The instrument used is the scale of Analysis of M-learning practices at the University (APMU). The results show that more than half of the teachers use the teaching method based on mobile learning. It can be concluded that in the development of best practices, gender is not influential, but age and teaching experience are. In addition, personal concern and experience in the use of mobile devices by teachers is a key factor in the appropriate development of the m-learning method.

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Section: Discussionsupporting

confidence: 67%

Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

Rodríguez¹,

Díaz²,

Torres³

et al. 2021

RCO

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“…Teachers' motivation and skills related to the use of digital technologies for teaching have changed since the start of the pandemic. Teachers perceived that their competence in using digital technologies for teaching has improved (Beardsley et al, 2021;Hernández-Ramos et al, 2021) and their confidence in applying these technologies to prepare lectures, teach in class, assess and provide feedback, and communicate with students and families increased along with motivation to improve their digital skills and use technological resources for teaching (De Pablos Pons & Llorent-Vaquero, 2020;Panisoara et al, 2020;Tandon, 2020).…”

Section: Introductionmentioning

confidence: 99%

Uso de recursos digitales en la docencia virtual de asignaturas STEM en Foundation Courses durante el confinamiento

Ibáñez-López

Muñoz‐Muñoz²,

López³

2022

ESXXI

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The lockdown caused by COVID-19 led to the adoption of new virtual methodologies using digital tools. The aim of this study was to design and validate a questionnaire on the use of digital media in the virtual teaching of STEM subjects in Foundation Courses. For this purpose, a descriptive non-experimental quantitative design was used and, with the administration of the designed questionnaire, data were collected from 61 students enrolled in these courses during the academic year 2021/2022 at Northumbria University (United Kingdom). The results showed that the reliability and internal consistency of the implemented questionnaire were good (Cronbach's Alpha = .78; Composite Reliability = .79; Mean Extracted Variance = .48; Omega = .95; KMO = .64) and that in general the student body stated that they had good access to and use of digital media and smooth communication with lecturers during the placement. In addition, they stated that they had adapted favourably to virtual teaching and that they had successfully acquired subject competences. The pandemic has brought about the implementation of these new methodologies and has meant a renewal and implementation of new resources, with the consequent acquisition of digital competences by both teaching staff and students. El confinamiento provocado por la COVID-19 supuso la adopción de metodologías docentes virtuales aplicadas a través del uso de herramientas digitales. El objetivo del presente trabajo fue diseñar y validar un cuestionario sobre el uso de los medios digitales en la docencia virtual de las asignaturas STEM de los Foundation Courses. Para ello, se empleó un diseño cuantitativo descriptivo no experimental y, con la administración del cuestionario diseñado, se recogieron datos de 61 estudiantes matriculados en estos cursos durante el curso académico 2021/2022 en la Universidad de Northumbria (Reino Unido). Los resultados mostraron que la fiabilidad y consistencia interna del cuestionario implementado fueron buenas (Alfa de Cronbach = .78; Fiabilidad compuesta = .79; Varianza Media Extractada = .48; Omega = .95; KMO = .64) y que en general el alumnado afirmó que tuvo un buen acceso y uso de los medios digitales, y una fluida comunicación con el profesorado durante el confinamiento. Además, manifestó que se había adaptado favorablemente a la docencia virtual y que había adquirido satisfactoriamente las competencias de las asignaturas. La pandemia ha consolidado la implementación de estas nuevas metodologías que han supuesto una renovación e implementación de nuevos recursos, con la consiguiente adquisición y mejora de las competencias digitales tanto por parte del profesorado como por parte del alumnado.

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Digital Gaps Influencing the Online Learning of Rural Students in Secondary Education: A Systematic Review

Samane-Cutipa¹,

Quispe-Quispe²,

Talavera-Mendoza³

et al. 2022

IJIET

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The digital gaps that were amplified due to the COVID-19 pandemic deepened more in vulnerable areas in different parts of the world. The present work aims to analyze the study of digital gaps that influence online learning of students from rural areas in secondary education, based on a systematic review of the literature. It was developed using the PRISMA methodology, the scientific information was retrieved from the Web of Science and ERIC databases in a period of three months. In the searches it was taken as inclusion criteria; open access, year of publication 2017 - 2021, English and Spanish language, rural secondary education level and exclusion; articles whose studies were carried out in higher education, in specific areas, related to research policies, evaluation, studies before 2017 and articles from systematic reviews. The results and findings emphasize that digital literacy levels are scarce and limited in terms of the skills developed by students and teachers to achieve digital competencies, in addition to restricted access due to technological, economic, and coverage gaps of families. The conclusions are aimed at strengthening urgent educational policies in addition to the integration of the school curriculum.

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Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC

Cited by 3 publications

References 18 publications

Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

Best practices in the use of mobile learning by university teachers of Didactics Language-Literature

Uso de recursos digitales en la docencia virtual de asignaturas STEM en Foundation Courses durante el confinamiento

Digital Gaps Influencing the Online Learning of Rural Students in Secondary Education: A Systematic Review

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