¿Son realmente tan buenos los nativos digitales? Relación entre las habilidades digitales y la lectura digital

Fajardo, Inmaculada; Villalta, Ester; Salmerón, Ladislao

doi:10.6018/analesps.32.1.185571

Cited by 46 publications

(63 citation statements)

References 14 publications

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“…Nevertheless, an analysis of changes in digital text comprehension during early primary school is still missing. Finally, comprehension of traditional texts accounted for performance in digital tasks (Fajardo et al, 2016). This evidence, along with findings showing that cognitive abilities are crucial factors in the interplay between emotions and learning (Pekrun and Perry, 2014;Pekrun, 2018), suggests that traditional text comprehension might play a role in digital text comprehension of younger primary school students.…”

Section: Introductionmentioning

confidence: 65%

“…A huge number of studies have defined traditional (i.e., printed) text comprehension as a complex skill, crucial for learning, that develops from preschool onward and is affected by a range of individual cognitive and affective abilities (Oakhill and Cain, 2012;Bråten et al, 2014;Florit et al, 2014). On the contrary, digital text comprehension has been rarely defined (e.g., Singer and Alexander, 2017;Delgado et al, 2018) and has been assessed using a variety of tasks (e.g., linear texts, hypertexts, multiple texts, and complex scenarios; e.g., Mason et al, 2014;Fajardo et al, 2016;LaRusso et al, 2016;Fesel et al, 2018). In addition, less is known on possible changes relating to digital text comprehension abilities during primary school and on the role of individual differences in digital tasks.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, less is known on possible changes relating to digital text comprehension abilities during primary school and on the role of individual differences in digital tasks. To date, some studies have analyzed changes in digital text comprehension depending on students' educational level or cognitive abilities in upper primary and lower secondary school students (e.g., Fajardo et al, 2016;LaRusso et al, 2016). These studies showed that digital text comprehension ability increases in the transition from upper primary to secondary school (LaRusso et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

et al. 2020

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Little is known about interventions aimed at building children's emotional resilience to combat the psychological trauma associated with future earthquakes. However, natural disasters have potentially a highly traumatic impact on children's psychological functioning. Therefore, within the Emotional Prevention and Earthquakes in a primary school project, we developed a web application promoting earthquake-related emotional preparedness called HEMOT R (Helmet for EMOTions). We studied the role of achievement emotions as factors associated to learning using the web application, coherently with the assumptions of the control-value theory. We also took into account class level and gender. We involved 64 second and fourth graders who used a nine-level web application focused on earthquake-related knowledge, emotions, and emotion regulation. We assessed children's digital self-concept, learning at the web application (operationalized as digital text comprehension), application-related achievement emotions, and text comprehension. We analyzed the data through linear and generalized linear models, and path analyses. First, our findings documented class differences in some of the examined constructs: Pride was higher for younger compared to older children, while the digital performance was higher for older compared to younger students. Second, digital self-concept was positively linked to application-related pride and relaxation. In turn, pride, relaxation, and sadness, and also text comprehension, were linked to the digital performance. With some exceptions, these relations were in line with the assumptions of the control-value theory, extending it to a context disregarded within the current literature. This knowledge is a first step to develop further interventions fostering children's resources to promote learning related to emotional preparedness.

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Section: Introductionmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

et al. 2020

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“…(Santos et al, 2016, p. 03) Educações mediadas por tecnologias ainda estão sendo exploradas e revelam um campo carente de desenvolvimento em diversas áreas. Do ponto de vista do aluno, é notado que, diferente da tese de Prensky (2001), ele muitas vezes não é nativamente adaptado ao uso de novas tecnologias e/ou formas ensino-aprendizagem que mesclem o uso de tecnologias com objetivos específicos e intencionais, conforme nos apontam Bennett, Maton y Kervin (2008); Bennett y Maton (2010), Fajardo et. al (2016), ECDL Fundation (2016), entre outros.…”

Section: Competência Digital Para As Novas Formas De Ler E Escreverunclassified

Letramento digital: uma reflexão sobre o mito dos “Nativos Digitais”

Azevedo¹,

Silveira²,

Lopes³

et al. 2018

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Neste tem-se por objetivo apresentar uma reflexão teórica de artigos que tematizam sobre letramento, letramento digital e digital literacy, direcionados a discutir sobre as habilidades que permeiam o desenvolvimento do letramento digital, enfatizando a questão do conceito “nativos digitais”, refletindo sobre o papel do professor como mediador da aprendizagem neste contexto. Assume-se uma pesquisa com foco qualitativo, de cunho bibliográfico, tomando como procedimento metodológico a descrição a partir de uma reflexão teórica sobre as implicações das TDIC na leitura e escrita na Sociedade da Informação a partir dos trabalhos de Bennett, Maton e Kervin 2008; Bennett e Maton, 2010; Fajardo et. Al, 2016; Silva e Arturo, 2016; e confrontamos o conceito de Nativos Digitais criado por Marc Prensky (2001). A reflexão permitiu compreender que as habilidades que subjazem o letramento digital, incluem também a observação, a análise e a comparação de informações.

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“…Las aulas universitarias están llenas de nativos digitales (Fajardo, Villalta, Salmerón, 2016) es decir, jóvenes que desde su nacimiento se han visto rodeados por variedad de dispositivos tecnológicos, ordenadores portátiles, tablets, iPads, móviles, etc… que han estado a su alcance, los han utilizado y se puede decir que en mayor o menor medida son competentes en su uso. Esta revolución tecnológica ha llegado a las aulas, bien de la mano de los alumnos, de los propios docentes o como reclamo de la sociedad, y por tanto no podemos obviarla; al contrario, desde el ámbito universitario debemos hacerla RED.…”

Section: Introductionunclassified