Lean Startup as a Learning Methodology for Developing Digital and Research Competencies

Ávalos, Carolina; Pérez-Escoda, Ana; Monge, Luis

doi:10.7821/naer.2019.7.438

Cited by 21 publications

(14 citation statements)

References 13 publications

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“…In this context, teachers must be aware of their responsibility and power to improve education and society through sustainable education and the construction of eco-awareness [33]. This can be achieved through a number of twenty-first century teaching skills, including the so-called digital competences [59,60]. In short, it is necessary for teachers to acquire sustainable digital skills in order to bring about changes in society [7,12,61,62].…”

Section: Teacher Training To Raise Eco-responsible Awareness When Usimentioning

confidence: 99%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

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Section: Teacher Training To Raise Eco-responsible Awareness When Usimentioning

confidence: 99%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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“…This shortage of training seems to be most pronounced in relation to the acquisition and development of digital competences. In fact, several studies highlight the limited training of future teachers in this area [40][41][42][43]. According to Gewerc and Montero [44], the profile of use is rather of an instrumental and informational nature, without reaching the skills necessary for the production of authentic knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

et al. 2021

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Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

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“…The importance of the development of research competence urges the task of finding and implementing new effective and modern forms of its organization in the educational process. However, the teaching methods that teachers currently use seem far from reality and do not contribute to the development of research competence (Ávalos, Pé rez-Escoda & Monge, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Development of Students’ Research Competence in the Study of the Humanities in Higher Educational Institutions

Marushkevych¹,

Zvarych²,

Romanyshyna³

et al. 2022

JCT

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The aim of the study was to experimentally test the effectiveness of didactic conditions for the development of students’ research competence in the study of the humanities. Several complementary methods were used in the experimental study: a comprehensive test to assess the levels of research competence (S.A. Mishyn); Zamfir’s Motivation of Professional Activity modified by A.N. Rean; adapted Starkey’s Critical Thinking test; Simonov’s Education Level technique, author’s questionnaire with open-ended questions to determine the importance of research competence for students in the course of their professional education. The results of the pedagogical experiment revealed the effectiveness of the introduction of innovative forms of theoretical training (lectures and seminars) for the development of research competence in future specialists in the humanities classes. The research found the main directions of innovative experience of improving lectures, seminars as a form of education for the development of students’ research competence. The research showed that it is possible to develop research competence in the process of teaching humanities depending on the types of training (theoretical, practical). It is important to organize the students’ cognitive activity in the course of theoretical training, while it is necessary to apply the problem method of teaching in the practical classes. We consider the study of the problem of continuity in the development of the research culture of the individual under the conditions of continuing education as a prospect for further research.

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Lean Startup as a Learning Methodology for Developing Digital and Research Competencies

Cited by 21 publications

References 13 publications

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

Development of Students’ Research Competence in the Study of the Humanities in Higher Educational Institutions

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