Las TIC como herramientas para el desarrollo de la competencia intercultural

Rojas, Daniel Garrote; Castillejo, Juan Ángel Arenas; Fernández, Sara Jiménez

doi:10.21071/edmetic.v7i2.10533

Cited by 28 publications

(25 citation statements)

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“…Therefore, terms such as diversity, inclusion, multiculturalism and interculturality have a strong presence in the current educational system. These concepts can be effectively addressed through the ICTs, as previously established by other authors (Fernández-Batanero & Rodríguez-Martín, 2017;Garrote et al, 2018;Maestre et al, 2017;Tello & Cascales, 2015).…”

Section: Discussionmentioning

confidence: 91%

“…Multiculturalism within learning spaces has become a reality in Spain, due to the strong migratory phenomenon that is endured. Authors like (Garrote, Arenas, & Jiménez-Fernández, 2018) consider that ICTs are essential tools to educate students and make them develop intercultural competences that will contribute to the learning environment, in terms of cultural individualities, awareness and teamwork. This is one of the reasons why this research is carried out in a cross-border context.…”

Section: Introductionmentioning

confidence: 99%

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Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

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Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.

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Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Belmonte

Sánchez

Espejo

2019

J. New Approaches Educ. Res.

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“…ICT has caused a change in the means of imparting content by education professionals (Li et al 2019) and in the way students learn. All this is motivated by the potential that technology has in the service of education (Rojas et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

et al. 2020

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The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

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“…Educational research has verified how the use of ICT is beneficial for the teaching profession [3] and encourages the achievement of significant and constructivist learning in students [4]. Recent literature on this state of the art states that educational technology acquires great value in the teaching and learning processes because of the potential it reaches [88][89][90][91].…”

Section: Discussionmentioning

confidence: 99%

“…This transformation has materialized at all levels and areas [1,2]. Consequently, the appearance of new ways of teaching [3] and new means of learning in students [4] have been encouraged in teachers. However, this transformation is often too slow, causing the educational action that takes place in the classroom to not be adapted to the context in which it develops.…”

Section: Introductionmentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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Las TIC como herramientas para el desarrollo de la competencia intercultural

Cited by 28 publications

References 1 publication

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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