Pixel-Bit, Revista de Medios y Educación

doi:10.12795/pixelbit

Cited by 11 publications

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Smart TV with Free Technologies in Support of Teaching-Learning Process

Rosa

Donéstevez

Muño

et al. 2014

Open Source Software: Mobile Open Source Technologies

View full text Add to dashboard Cite

Part 4: Open Source in Education and ResearchInternational audienceThe digital divide created between Cuba and the rest of the world has forced us to use alternative technologies in order to preserve and strengthen the achievements of the Revolution in the field of education. One of the actions undertaken in this regard consists of making audiovisual equipment and media become a supplementary element of the teacher’s educational work, and thus ensuring the rational use of the aforesaid media. This paper shows how to use a new trend of information technology and communications, using hybrid or smart TVs. This low-cost solution for low energy consumption, conceived as part of the educational process at all levels of the Island, provides some technical aspects and also shows, in the outline, some other ideas for incorporating this technology into the teaching-learning process. The results of laboratory tests are likewise shown

show abstract

Smart TV with Free Technologies in Support of Teaching-Learning Process

Rosa

Donéstevez

Muño

et al. 2014

Open Source Software: Mobile Open Source Technologies

View full text Add to dashboard Cite

show abstract

ICT teacher training: a view of the TPACK model /Formación del profesorado en TIC: una visión del modelo TPACK

Cabero‐Almenara

Barroso

2016

Cultura y Educación

View full text Add to dashboard Cite

This paper presents a study on the TPACK model (Technological Pedagogical Content Knowledge), which focuses on the assumption that in order to use ICTs effectively in teaching, the instructor must be trained in technological, content and pedagogical knowledge. In consequence, education, teacher training and professional development programmes should provide learning opportunities so that teachers can develop and put into action the three areas included in the model. To analyse the TPACK model of the teachers included in the study, a translation of an already developed instrument was applied; its reliability resulted in a Cronbach's alpha of .97. The sample was comprised of 1,368 people who conducted training activities related to education and technologies at universities in Spain, Argentina, Colombia, the Dominican Republic and Venezuela. The results reveal the need to stress not the technological aspects but the pedagogical and content knowledge, which is where the respondents earned the lowest scores.

show abstract