Las plataformas de materiales didácticos digitales en Educación Infantil: ¿están adaptadas a las características del alumnado?

Iglesias, Rebeca Fernández; González, María del Camino Pereiro; Torres, Antía Cores; Gonçalves, Daniela

doi:10.24310/innoeduca.2021.v7i2.12267

Cited by 2 publications

(3 citation statements)

References 12 publications

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“…Teachers believe that the use of DDM motivates young children, improves their attention, and enhances their academic performance, in line with previous studies [18][19][20][21][22]. The introduction of technology in early childhood education is seen as necessary in today's society; however, there are concerns about its long-term effects on the development of young children, which currently spark a debate regarding its incorporation in early learning [23].…”

Section: The Teacher's Role In the Face Of Digital Didactic Materials...supporting

confidence: 68%

“…When they use them, they focus on simpler activities that promote the consumption of audiovisual material (such as music or animated videos), play, and guided digital exploration. This caution is related to concerns about technology use at a young age, as discussed in [23]. On the other hand, Primary Education teachers may perceive students as more capable of using technology and navigating digital environments.…”

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confidence: 99%

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Digitalization of Classrooms: A Comparative Study on Teachers’ Perceptions about the Use of Digital Teaching Materials in Early Childhood and Primary Education

Vidal-Esteve,

Martín-Gómez

2023

Education Sciences

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The incorporation of digital didactic materials into the teaching and learning process of students, both in Early Childhood and Primary Education, inevitably entails changes. Some of them concern teacher training, others the interactions and roles of the members of the educational community, and others the innovation, a priori, of the educational process itself. In this context, characterized by the digitization of classrooms, questions arise that this research aims to answer: What vision do teachers have of the incorporation of these media? In what learning situations are they used and for what purposes? Are there differences between the use of digital resources in the infant and primary school stages? This article aims to analyze and compare the perceptions of teachers in two different contexts: the Autonomous Community of the Canary Islands and the Valencian Community. By means of a qualitative study, the focus is on knowing the teachers’ assessment of the usefulness of these resources and on identifying the uses given to them in classroom practices. The results show how, despite the widespread use of digital materials in both stages, some teachers are rethinking their use with students at an early age.

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Section: The Teacher's Role In the Face Of Digital Didactic Materials...supporting

confidence: 68%

mentioning

confidence: 99%

Digitalization of Classrooms: A Comparative Study on Teachers’ Perceptions about the Use of Digital Teaching Materials in Early Childhood and Primary Education

Vidal-Esteve,

Martín-Gómez

2023

Education Sciences

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“…In this regard, it is considered that the models of cultural diversity present in the Ladybug series operate as educational instruments that can benefit the assimilation of different groups and realities [48], and, at the same time, maintain an idea of an Anglo-Saxon heteronormative society. On one hand, these media narratives can benefit the promotion of discourses of inclusion and acceptance of the diversity of identities [49][50][51][52][53]. On the other hand, these stories can transmit values, meanings, ideas and roles that can negatively impact the construction of identity [10][11][12] and serve as guidelines or examples of how to interact with other communities and what to expect from them.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Narratives with Characters That Make Ethnic Diversity Visible—Miraculous: Tales of Ladybug & Cat Noir

2023

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This study follows the line of different authors who examined the visibility of ethnic diversity in children’s television series and the psychoeducational implications of these media narratives for children. Specifically, this work analyses the behaviours/actions developed by the model characters of cultural diversity and how these characters promote a perspective on diversity that conditions children. Employing a qualitative methodology, we use content analysis and critical discourse analysis as tools to be able to read, describe and interpret said content. The results highlight that these children’s programmes present a culture that reinforces certain values and behaviours. Likewise, the TV programmes analysed present stories marked by models of cultural diversity that contribute to the maintenance of certain social structures and the normalisation of inequality. We believe that educational institutions, through media education, should go deeper and teach students to look critically, deciphering codes of the audiovisual language present in the elements of children’s stories. In the complex society of the 21st century, we must consider that the needs of children change depending on how their identity intersects with aspects such as ethnicity, class, gender, etc., in order to equip them with the appropriate tools to deal with these problems.

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Las plataformas de materiales didácticos digitales en Educación Infantil: ¿están adaptadas a las características del alumnado?

Cited by 2 publications

References 12 publications

Digitalization of Classrooms: A Comparative Study on Teachers’ Perceptions about the Use of Digital Teaching Materials in Early Childhood and Primary Education

Digitalization of Classrooms: A Comparative Study on Teachers’ Perceptions about the Use of Digital Teaching Materials in Early Childhood and Primary Education

Analysis of the Narratives with Characters That Make Ethnic Diversity Visible—Miraculous: Tales of Ladybug & Cat Noir

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