Meta-análisis sobre Educación vía TIC en México y América Latina

Navarro-Ibarra, Lizzeth; Salazar, Omar Cuevas; Castillo, Jaime Martinez

doi:10.24320/redie.2017.19.1.1217

Cited by 10 publications

(6 citation statements)

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“…The ICT phenomenon has also had an effect on education, as it has demanded the mastery and integration of ICTs in teachers' practices in order to advance students' technological competences [25][26][27]. This is supported by different researchers who agree on the fundamental role played by ICTs in the training of students [28][29][30].…”

Section: Education and Technologymentioning

confidence: 99%

Teachers’ Perceptions Analysis on Students’ Emotions in Virtual Classes during COVID19 Pandemic: A Lexical Availability Approach

et al. 2021

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Virtual education has grown exponentially in the past year due to the global COVID19 pandemic. In this context, the exploration of teachers’ perceptions of their students’ emotions when using ICTs has become more relevant. The aim of this study was two-fold, on the one hand, to analyze how teachers perceived their students’ emotions and, on the other hand, to analyze the emotions teachers wanted to modulate in their students when using ICTs. To this end, an interpretative and comparative study was implemented using the Lexical Availability technique. The sample was formed by 178 Chilean teachers who took a lexical availability test. The analysis included general vocabulary through network graphs and a comparison across gender, academic background, school type and knowledge area. The results made it possible to identify the latent mental lexicon of teachers, revealing significant differences in the perception of emotions, according to gender and ICTs use and according to gender and knowledge area. The study further projects the potential of lexical availability to determine the emotions required by Affective Informatics in the adaptability of educational systems and to make adjustments to the instructional design.

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Section: Education and Technologymentioning

confidence: 99%

Teachers’ Perceptions Analysis on Students’ Emotions in Virtual Classes during COVID19 Pandemic: A Lexical Availability Approach

et al. 2021

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“…To the best of our knowledge, research on the digital competence of Z university students is scarce, with the exception of some works such as that of García-Valcárcel and Tejedor (2017) at the University of Salamanca and except some geographical areas such as Mexico or Latin America, because according to the meta-analysis of Navarro, Cuevas and Martínez (2017), this is where 46% and 62% of the inquiries that combine education and ICT are focused, respectively. However, we know that in virtual learning environments, university students improve their ability to share, transmit and exchange knowledge, achieving virtual cooperative work (Cano, Domínguez & Ricardo, 2018).…”

Section: Generation Z Digital Competencementioning

confidence: 99%

Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

García

Melo²

2020

Communication & Society

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The Z are the first digital native people gaining access to university. It is a generation that registers high rates of social media consumption, but their digital competence is not as outstanding as one might expect due to the training’ deficiency they have acquired in previous educational levels caused, among other reasons, by the primary and secondary teachers’ low digital competence. The current research aims to identify the demand for using social networks and messaging apps 2.0 in university teaching. A quantitative methodology was employed in order to know the technological prospects of the university Z in the Euroregion Galicia-North of Portugal, in the context of an Erasmus mobility. The results confirm the necessity to continue using social media, but only those within the students’ technological comfort zone; thus, it is necessary to combine transmedia storytelling with the insertion of technological proposals in environments initially not conceived for learning. It is concluded that the Z are starting to claim the use of state-of-the-art resources such as self-destructive content, which requires an immediate improvement in the university educators’ digital competence by means of continuing training programmes, since only the pioneer educators with a C2 level can detect and pay attention to this type of demands.

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“…Dada la relevancia actual de la temática y el auge de la metodología mobile learning en el ámbito educativo, los objetivos de este trabajo han sido analizar las tesis doctorales defendidas en España sobre mobile learning y comprobar el impacto que los dispositivos móviles tienen en el aprendizaje. Para ello, se ha seguido una estrategia metodológica de revisión sistemática de la literatura con meta-análisis (SOLER et al, 2014;NAVARRO;CUEVAS;MARTÍNEZ, 2017), basándonos en los estándares de calidad establecidos en la declaración PRISMA (URRÚTIA; BONFILL, 2010). Así mismo, se ha procedido a realizar un análisis de contenido y descriptivo de los datos (FERREIRA; PASCUAL; POL, 2013).…”

Section: Metodologíaunclassified

Dispositivos móviles para el aprendizaje: análisis de la investigación doctoral sobre mobile learning en España

2018

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RESUMEN:Las prestaciones de los dispositivos móviles actuales han hecho posible que su uso ya no se limite únicamente al acto comunicativo. En este trabajo, se analiza la influencia de los dispositivos móviles en el aprendizaje a partir del análisis de las tesis doctorales defendidas en España sobre mobile learning. Se ha seguido una estrategia metodológica de revisión sistemática con meta-análisis para conocer el impacto real de los dispositivos móviles en el aprendizaje de los estudiantes de diferentes niveles educativos. Entre los resultados, resalta la variedad de ámbitos de enseñanza que son objeto de interés de la investigación doctoral en España, la diversidad de objetivos en la investigación sobre aprendizaje móvil y los métodos utilizados para obtener la información. Por otro lado, el meta-análisis muestra el efecto estadísticamente significativo a favor del grupo experimental de las distintas tesis doctorales en su conjunto. Finalmente, es relevante conocer y tener ejemplos concretos sobre mobile learning, dado que los resultados del meta-análisis muestran que la implementación de los dispositivos móviles en la educación produce mejoras en el aprendizaje de los estudiantes.PALABRASCLAVE: dispositivos móviles; mobile learning; tesis doctorales; comunicación. ABSTRACT:The benefits of current mobile devices have made it possible for their use to no longer be limited to the communicative act. In this paper, the influence of mobile devices on learning is analyzed from the studies of a doctoral thesis defended in Spain on mobile learning. Thus, a methodological strategy of systematic review with meta-analysis has been followed to know the real impact of mobile devices in the learning of students of different educational levels. Among the results, the variety of teaching fields that are the subject of doctoral research in Spain, the diversity of objectives in mobile learning research and the methods used to obtain the information stand out. On the other hand, the meta-analysis shows the statistically significant effect in favor of the experimental group of the different doctoral thesis in general. Finally, it is important to know and have concrete examples about mobile learning, once the results of the meta-analysis show that the implementation of mobile devices in education produces improvements in student learning.KEYWORDS: mobile devices; mobile learning; doctoral thesis; communication.

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Meta-análisis sobre Educación vía TIC en México y América Latina

Cited by 10 publications

References 1 publication

Teachers’ Perceptions Analysis on Students’ Emotions in Virtual Classes during COVID19 Pandemic: A Lexical Availability Approach

Teachers’ Perceptions Analysis on Students’ Emotions in Virtual Classes during COVID19 Pandemic: A Lexical Availability Approach

Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

Dispositivos móviles para el aprendizaje: análisis de la investigación doctoral sobre mobile learning en España

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