bluuebunny/crossref_metadata_2025 huggingface dataset:
Los imponderables de la tecnología educativa en la formación del profesorado / The intangibles of educational technology in the teacher training
Authors: Peirats Chacón José , Muñoz Moreno José Luis , San Martín Alonso Ángel
Published: January 2024

El artículo se focaliza en la influencia que tienen la actitud y los valores culturales y pedagógicos del profesorado ante el uso de los dispositivos tecnológicos en las aulas. La formación del profesorado en tecnología educativa, como valor estratégico relevante, queda orientada en la dirección de promover la innovación y el cambio educativo para la mejora. El análisis llevado a cabo permite identificar hasta cinco principales imponderables de las tecnologías en la formación del profesorado. Se trata de la inestabilidad de los protocolos de equipamiento de los centros escolares, la innovación en los centros escolares versus el desarrollo de artefactos tecnológicos, la gestión y el control como servidumbre, la cultura tecnológica de los centros escolares y los nuevos roles y representaciones entre los agentes educativos. Algunas consideraciones últimas a las que se llega destacan la conveniencia de potenciar en los centros escolares una cultura tecnológica sostenida en actitudes y valores como la libertad, la democracia y el espíritu crítico. Siempre desde la lógica de la reflexión compartida y la cooperación entre los distintos agentes que configuran las comunidades educativas. En el desarrollo de nuestra sociedad del conocimiento se va a precisar, también, de un profesorado adecuada y oportunamente formado en actitudes y valores éticos, pues en el ejercicio de la docencia van a resultar pilares básicos tanto la independencia, como la participación y la configuración de una ciudadanía crítica.AbstractThe article focuses on the influence the attitude and cultural values of the pedagogical faculty before the use of technological devices in the classroom. Teacher training in educational technology, such as strategic value relevant, is pointing in the direction of promoting innovation and educational change for improvement. The analysis carried out lets you identify up to five major uncertainties in the technologies in the field of teacher training. It is the instability of the protocols of equipment for the schools, the innovation in the schools versus the development of technological artifacts, the management and control as an easement, the technological culture of the schools and the new roles and representations between the educational agents. Some considerations to the latter that stand out is reached the desirability of enhancing in the schools a technological culture sustained in attitudes and values such as freedom, democracy and critical spirit. Always from the logic of the shared reflection, and the cooperation between the various actors that shape the educational communities. In the development of our knowledge-based society is to be noted, also, a faculty adequate and timely formed in attitudes and ethical values, because in the exercise of the teaching will be basic pillars both independence, such as participation and the configuration of a critical citizenship.
Influência da tecnologia interativa síncrona e da adaptação metodológica sobre a intenção de continuidade de uso da educação a distância/ Influence of interactive synchronous technology and methodological adaptation of the intention of continued use ...
Authors: Machado-da-Silva Fábio Nazareno , Meirelles Fernando de Souza
Published: January 2024

O objetivo deste estudo é avaliar a influência das tecnologias interativas síncronas e da adaptação metodológica sobre a intenção de continuidade de uso da Educação a Distância. Em sua primeira fase, este experimento contou com a participação de 2.376 pessoas das cinco regiões do Brasil. Para o tratamento dos dados, a técnica PLS-PM (Partial Least Square – Path Modeling) foi utilizada com uma amostra final de 243 indivíduos. Os resultados indicam que a adaptação do aluno à metodologia é um importante preditor de sua satisfação, percepção de utilidade e de sua intenção de voltar a estudar pela internet no futuro, entretanto, não foi possível confirmar a influência das tecnologias interativas síncronas sobre a intenção de continuidade de uso da EaD, revelando que a tecnologia de informação, embora importante, tem papel de suporte aos processos educacionais, e o que orientará a decisão do aluno de voltar a estudar via EaD são os aspectos metodológicos aplicados às diversas mídias disponíveis, além de outros possíveis fatores externos à instituição não contemplados neste estudo. Entender os fatores que levam a continuidade dos estudos em EaD pode ajudar na redução da evasão ao promover adaptações metodológicas ao perfil do estudante, melhorando a relação de ensino-aprendizagem e o alcance dos objetivos educacionais.Abstract
Análisis comparativo de las prácticas docentes con recursos TIC. Estudio de casos con profesores de Infantil, Primaria y Secundaria / Comparative analysis of classroom practices with ICT resources. Case Studies with teachers from Early Childhood Education
Authors: Ramírez Orellana Elena , Martín-Domínguez Jorge , Madail Santin Mateus
Published: January 2024

El presente artículo pretende estudiar cómo varios profesores de distintas etapas educativas incorporan a sus prácticas diversos recursos tecnológicos, sean equipos informáticos especialmente adaptados para edades tempranas u otros como pizarras digitales interactivas en conjunción con otros soportes. Para realizar el estudio, se han registrado en vídeo el desarrollo de las clases y, posteriormente,  mediante  un sistema de categorías que permite desmenuzar lo que ocurre en las clases, se han analizado las prácticas de aula. Los resultados corroboran estudios anteriores sobre incorporación de las Tecnologías de la Información y la Comunicación (en adelante TIC) y permiten afirmar que los profesores gestionan el uso de estos recursos a través de distintos patrones de actividad que adquieren sentido en relación con la finalidad curricular de cada sesión. Asimismo, se constata que las tecnologías adoptan un papel subsidiario: el profesor se apoya en ellas para desarrollar las tareas y los contenidos y no cambia su forma de actuar por incorporar el recurso digital.ABSTRACTThis paper tries to examine how various teachers from different educational levels integrate into their practice technological resources, computer equipments designed to be used with children at early ages or whiteboards combined with other hardware. Using a system to analyze classroom interaction that allows us to segment teaching practice into categories differentiated by level of generality, we studied recordings of various classroom sessions with the ICT resources. The results confirm the conclusions reached by previous studies on the Information and Communication Technologies educational uses and be able to affirm that teachers managed their practices by activity patterns where digital resources get sense in relation with the curricular goals of each session. Likewise, the results confirm that ICT resources play a secondary role: the teacher rely on them for support in the management and presentation of classroom tasks and contents. Also, teachers do not change their usual classroom performance when they incorporate the digital resource.
Competencias docentes para la prevención del ciberacoso y delito de odio en Secundaria / Teaching skills for the prevention of ciberbullying and hates crimes in Secondary School
Authors: Montoro Fernández Elisabet , Ballesteros Moscosio Miguel Ángel
Published: January 2024

El mundo que nos ha tocado vivir está caracterizado por una fuerte presencia de las Tecnologías de la Información y Comunicación (TIC), con una amplia presencia en todas las facetas y ámbitos. La generalización de estas tecnologías ha supuesto numerosos cambios en las formas de relacionarse, así como la necesidad de adquirir competencias adecuadas para un uso óptimo de los recursos tecnológicos. Asimismo, han modificado conductas y alterado muchos elementos de nuestra vida cotidiana. La Educación y, por ende, el perfil competencial de los docentes, no puede estar ajeno a ello, y debe sufrir los mismos cambios e intentar renovarse para responder a las demandas de las nuevas tecnologías. El trabajo que aquí presentamos pretende analizar el fenómeno del ciberacoso y su relación con los delitos de odio, prestando especial interés a la necesidad de los docentes de Secundaria de adquirir las competencias necesarias para su detección y trabajo en y desde los centros educativos. No se trataría únicamente del desarrollo de competencias instrumentales relacionadas con el uso de la tecnología, también se hace hincapié en la capacidad de evaluar y solucionar problemas, trabajar la empatía y valores, tales como la tolerancia, el respeto, etc. Se proponen, además, elementos en los que se ha de incidir en la formación de los docentes para la prevención e intervención del ciberacoso y los delitos de odio.AbstractThe time when we live is categorised by a strong presence of Information and Communication Technologies (ICT), with a wide presence in all areas. The generalization of these technologies has brought on a large changes in the ways we interact, as the necessity of acquire adequate skills for an appropriate use of technological resources. Likewise, these technologies have modified behaviours and altered lots of elements in our daily routine. Education and, consequently, teachers’ skills cannot be indifferent to it, and it has to suffer the same changes and tries to upgrade in order to answer the requests of the new technologies. Our paper tries to analyze “Ciberbullying” as a phenomenon and its relation with Hate Crimes, focussing on the need of the secondary school teachers of acquiring the required skills for their detection and work in and from schools. It is not just about the development of instrumental skills related with the use of technology, moreover it emphasizes the ability of evaluating and solving problems, working with empathy and values like tolerance, respect... It is also proposed in this paper, in addition, issues where teacher training has to influence in order to prevent and intervene on cyberbulling and hate crimes.
La formación de docentes en tecnología educativa: espacio para la reflexión sobre las pedagogías online
Authors: Paredes Labra Joaquín
Published: January 2024

La formación de docentes en Tecnología Educativa es uno de los espacios privilegiados para pensar sobre Internet y las pedagogías online. Supone, por un lado, modificar los supuestos de trabajo de los docentes universitarios. Por otro lado, introducir cambios en las pedagogías es apelar a profundas convicciones y posibles prácticas de los futuros docentes. Para entender las pedagogías online se analiza una experiencia formativa de futuros maestros de Educación Infantil y Primaria inmersos en un proyecto de memoria histórica sobre la escuela. La metodología es un estudio de caso único, una materia de formación inicial de docentes, en tres cursos académicos consecutivos. Se analizan una porción de los portafolios para clase en la comunidad que se ha generado en una wiki. Incluye otras técnicas etnográficas de recogida de evidencias. Entre los resultados se observa que, para estas pedagogías online críticas, los estudiantes tienen dificultades derivadas de sus preconcepciones sobre la enseñanza. Las herramientas online abren nuevas posibilidades educativas para relacionarse con el conocimiento, sus compañeros y profesores.AbstractTeacher training on educational technology is one of the privileged places to think about internet and online pedagogies. It involves on the one hand, to modify the working assumptions of university teachers. On the other hand, changes in teaching methods is to appeal to potential deep convictions and practices of future teachers. To understand online pedagogies we analyze a formative experience of future teachers of Primary education immersed in project about memories of school. The methodology is a unique case study, a subject of initial teacher training from three successive academic courses. A portion of the portfolio to class in the community that has been generated in a wiki are analyzed. It includes other ethnographic techniques. Among the results it is observed that for these critical pedagogies online, students have difficulties arising from their preconceptions about teaching. Online tools open up new educational opportunities to interact with knowledge, peers and teachers.
La personalización de ambientes educativos digitales basados en estilos de aprendizaje y estilos cognitivos. Una revisión sistemática sobre su eficacia y percepción / The personalization of digital educational environments based on learning styles...
Authors: Niño Ramos Marisol
Published: January 2024

Los ambientes educativos digitales personalizados (AEDP) se adaptan a diferentes características de los estudiantes en los procesos de enseñanza y aprendizaje. Los factores abordados con mayor frecuencia en los AEDPs para efectuar procesos de personalización son los estilos de aprendizaje (EA) y los estilos cognitivos (EC) de los estudiantes (Nakic, Granic y Glavinic, 2015). El objetivo de este estudio consistió en realizar una revisión sistemática de estudios que hayan indagado por la eficacia y la percepción de los estudiantes en diferentes niveles educativos al interactuar con AEDPs basados en EC y EA. Con el fin de identificar indicadores de producción e impacto, caracterizar el tipo de personalización efectuada y describir la metodología empleada en los estudios. Se analizaron publicaciones realizadas entre los años 2005 y 2016. Se efectuó la búsqueda de información en las bases de datos ScienceDirect, EBSCOhost Web, Wiley, Web of Science, ERIC y Proquest. Los resultados permiten identificar y describir fortalezas y debilidades de estudios empíricos alrededor en la implementación de AEDP basados en EA y EC en entornos educativos. La mayoría de los estudios evidencian ganancia en el logro de aprendizaje y una percepción positiva cuando los estudiantes interactúan con éstos entornos de aprendizaje. En síntesis, la personalización en entornos digitales educativos es una línea de acción que contribuye a mejorar los procesos de enseñanza y aprendizaje.AbstractThe personalized digital educational environment (PDEE) adapt to different individual characteristics of students in the teaching and learning processes. The most frequently discussed factors in the PDEE s for personalizing processes are the learning styles (LS) and the cognitive styles (CS) of the students (Nakic, Granic & Glavinic, 2015). The aim of this study was to carry out a systematic review of studies that investigated the efficacy and perceptions of students at different educational levels when interacting with PDEEs based on LS and CS. In order to identify indicators of production and impact, characterize the type of customization made and describe the methodology used in these studies. Publications were analyzed between 2005 and 2016. Information was searched in the databases ScienceDirect, EBSCOhost Web, Wiley, Web of Science, ERIC and Proquest. The results allow to identify and describe strengths and weaknesses of empirical studies about the implementation of PDEEs based on LS and CS in educational environments. Most studies show gains in learning achievement and a positive perception when students interact with these learning environments. In short, personalization in educational digital environments is a line of action that contributes to improve the teaching and learning processes.
Construcción de un mundo virtual en Minecraft para el aprendizaje del patrimonio escultórico urbano / Building a virtual world in Minecraft for learning urban sculptural heritage
Authors: Meier Cecile , Saorín Pérez Jose Luís , De la Torre-Cantero Jorge , Bonnet de León Alejandro , Melgar Ramírez Miguel
Published: January 2024

En este artículo se describe una experiencia para divulgar el patrimonio escultórico a los alumnos a través de un mundo virtual inmersivo en tres dimensiones. Este mundo se ha construido con Minecraft y consiste en una simulación 3D de un espacio físico que representa parte de la ciudad de Santa Cruz de Tenerife, en concreto la Rambla que cruza toda la ciudad y el Parque García Sanabria. En esta zona de la ciudad se encuentran ubicadas 24 esculturas correspondientes a la I Exposición Internacional de Esculturas en la calle. Dichas obras se han colocado en el mundo virtual, en su ubicación real y se ha diseñado una actividad para realizar una visita virtual. En este trabajo, se detalla los pasos necesarios para crear el entorno virtual mediante programas gratuitos que se pueden manejar con conocimientos informáticos básicos. Para probar este material, se ha realizado una acción con 12 estudiantes del Máster de profesorado para validar los aspectos tecnológicos, medir el aprendizaje y al finalizar la actividad, se ha pasado un cuestionario de satisfacción.AbstractThis article describes an experience to divulge the sculptural heritage to students through an immersive virtual world in three dimensions. This world has been built with Minecraft and consists of a 3D simulation of a physical space that represents part of the city of Santa Cruz de Tenerife, specifically the Rambla which crosses the entire city and the Parque García Sanabria. In this area of the city, 24 sculptures are located corresponding to the First International Street Sculpture Exhibition. These works have been placed in the virtual world in its actual location and designed an activity to make a virtual tour. This paper details the steps to create the virtual environment working with free programs that can be used with a basic computer knowledge. To test this material, an activity has been performed with 12 students belonging to the Master of Education to validate technological aspects, measure the learning improves and at the end, the students fill a satisfaction questionnaire.
Elementos para la elaboración de un currículo informacional y documental: desplazamientos y desafíos digitales / Some issues on the building of an information and documentation curriculum: displacements and digital challenges
Authors: Mendoza Miguel
Published: January 2024

Abstract

The project for the creation of an information and documentation curriculum covers the training trajectory of the student and the student from the elementary school to the university. Twelve basic to develop an informational and documentary curriculum from the definition of information literacy terms, streamlining and systematization of its contents, progressive ways of teaching, learning sequential planning, formalizing school knowledge objects are exposed, the aims and objectives of information relating to information technology and communication, information activities, skills teaching and learning, teacher training, relationship with other disciplines, functions of evaluation. It is concluded that the issue of a global education for a culture of information and media remains more than ever crucial. But the challenge and the urgency of training students and students for an information culture should not take the importance out of research on these issues. In the perspective of a info-documentary curriculum, the relations, already close and between the field or didactic field and that of the research, will necessarily be reinforced and deepened.
Utilización de tablets en Educación Infantil: Un estudio de caso / Use of the tablets in Early Childhood Education: A case study
Authors: Reina Jiménez Elisabeth , Pérez Galán Rafael , Quero Torres Natalia
Published: January 2024

Abstract: The technologies in classroom are value added in learning. However, the introduction of new technologies in classrooms is not enough to educate in the stage of preschool, but it’s necessary start with the pedagogical argument that justifies their didactic implementation in the context where they learn, unlearn, relearn the preschool children. This project which has been done in CEIP Maruja Mallo, and we present in this article that the teachers believe in the methodological change, and the paradigm should start in the early ages, where the use of active methodologies becomes visible. The purpose of this research, it is good use of different technological resources in preschool children, for example Interactive whiteboard and tablet. This purpose will help improve general and basic competences (Mathematics, Language …) also in the use of transversal competences (Communication, social interaction, equal education, co-responsibility with others, affectivity ...) these will favor the integral development of their personality, and will enable them for lifelong learning throughout their lives
Aprendizaje Basado en Proyectos para el desarrollo de la Competencia Digital Docente en la Formación Inicial del Profesorado
Authors: Alonso-Ferreiro Almudena
Published: January 2024

There is a current call for more teacher training in digital competence and the necessary change in the learning processes this entails. Therefore, we present an experience where we employ Project-Based Learning (PBL) as a didactic tool to the digital competence of foster preservice teachers from the undergraduate degree in Early Childhood Education at the University of Santiago de Compostela. Our proposal followed a PBL program where students had to ideate and implement —collaboratively— a teaching project using digital technologies extensively. After completion, preservice teachers involved filled out an anonymous and voluntary questionnaire in order to assess the impact of the experience in their digital competence. In-service senior teachers involved were also interviewed. Results show that preservice teachers in their role as students were highly satisfied with the PBL training experience, especially as regard the possibility to implement their own projects in their visits to the school. Participants self-reported their digital competence improved. Our study underscores how important active learning methodologies in preservice teacher training are, and how relevant collaboration between schools and universities is.
Robótica DIY: pensamiento computacional para mejorar la resolución de problemas
Authors: Ortega-Ruipérez Beatriz , Asensio Brouard Mikel Mirena
Published: January 2024

The objective is to propose a teaching strategy for programming and robotics, to facilitate the acquisition of an effective computational strategy for the resolution of complex problems. For this teaching, a "maker"; approach has been chosen, to facilitate the transfer of knowledge to real contexts. The proposed literature about the cognitive structure of computational thinking has been studied to establish the bases of the study. A course in robotics has been taught, insisting on the cognitive processes of this thinking that are commonly used in problem solving (abstraction, data processing, creation of an algorithm) in each step of the resolution, and encouraging the use of a computational strategy, using the own processes, those not employed in problem solving (decomposition of the problem, automation, parallelism, simulation). To measure it, digital tests have been created based on the multiple-complex-systems approach, used in PISA 2012. The results indicate that computational thinking is applied more easily to the execution of the algorithm than to the representation of the problem. This finding allows us to establish a programming learning process that facilitates the development of computational thinking, focusing first on applying that strategy to the creation of the algorithm and then to the representation of the problem.
Conectando lo humano y lo no humano en clase de TIC: escenas temidas por los futuros docentes de Educación Infantil
Authors: Gallego-Lema Vanesa , Correa-Gorospe José Miguel , Villagrá-Sobrino Sara , León-Guereño Margarita
Published: January 2024

Teachers in initial formation need to acquire an emotional education that supports them in their professional development. Among the possible emotions that they may have, are the fears of different situations that may occur at an educational centre. Thus, this article presents a training experience using body language, artistic expression and ICT as resources that promote the emotional self-knowledge of university students. The research enabled the analysis, following a case study method with 71 university students and three professors of the subject ICT applied to Education, of how future teachers in Early Childhood Education face the fears, they have, of situations that can occur in school, through the use of ICT, body language and artistic expression. Among other results, students valued the importance of working their fears for their future teaching activity, (re) presenting feared scenes related to the dynamics within the classroom, such as the classroom control; and with those that happen outside of class, for example, mobbing. In addition, there was also a satisfaction among the teachers for breaking the stereotype of the instrumentalist class. The students, on their behalf, advised this workshop to be done in other subjects of the Degree and suggested that these dynamics be included throughout the course as they seemed beneficial for their training.
Integración de la robótica educativa en Educación Primaria
Authors: Vivas-Fernandez Leire , Sáez-López José Manuel
Published: January 2024

As technology advances, its influence in different sectors of our society is increasing. The educational field is not left out and is also forced to reconfigure itself assessing aspects which have not been considered until few years ago, as is the case of the introduction and application of ICT or educational robotics. The aim of this article is to analyze the perception and opinion of teachers, families and students of a school in the Basque Country about educational robotics, programming and related digital skills in the stage of Primary Education. To this end, a course has been carried out in which a group of 2nd grade students from Elementary School. work for the first time with different resources and materials of educational robotics: Lego WeDo 2.0 and Blue-bot. The intention is to contrast the opinion of some members of the educational community before and after the course; for which various instruments will be used. Mention that, according to the general results, there are differences between the pretest and the posttest that benefit the perspective on the integration of educational robotics in the classroom. Likewise, it is concluded that both its pedagogical use and teacher training are controversial issues, although the educational opportunities offered by these technologies are recognized to face the challenges of today’s society.
La Alfabetización Cuantitativa en estudiantes de Tercer Grado de Primaria a través de un Juego Serio
Authors: Fernández-Robles José Luis , Gaytán-Lugo Laura Sanely , Hernández-Gallardo Sara Catalina , García-Ruíz Miguel Ángel
Published: January 2024

The last results of national and international evaluations, show that learning math is complex for Mexican students. Different plans and techniques have been implemented to counter this problem, one of them is the use of different technology in the classroom. During the last two decades, the videogame industry in Mexico has gained great traction among children, teenagers and young people, which is why the advantages of these kind of technologic tools must be harnessed. In this paper, we present a serious game to improve quantitative literacy in children studying the third grade of primary school. To design it, an iterative design model that contemplates four stages was use: planification, development, evaluation and improvement; emphasizing the instruction design. Through a quasi-experiment during a two-month period, the game was tested in a class of 33 morning shift third-grade students. The results obtained demonstrated quantitatively an increase in the students’ skills. It was shown, that out of the three subconstructs that constitute quantitative literacy, two of those (natural numbers and mathematical operations) showed significant improvement after treatment. The students enjoyed and engaged with the serious game, which is why it is expected to use this tool in the future in different Mexican communities.
Una propuesta de aprendizaje-servicio en la formación inicial de educadores sociales: cerrando la brecha digital de las personas mayores
Authors: Anguita-Martínez Rocío , Ruíz-Requies Inés , Zamora Eduardo García
Published: January 2024

Service Learning (ApS) is a powerful educative methodology into higher education in our country. In this article we present an experience based on the ApS. Where we analyze the different phases through which this methodology passes in a specific case at the University of Valladolid. The experience was carried out with students of the Bachelor Degree in Social Education in the subject of ICTs Applied to Education in the first year and a group of some forty Elderly People in the Municipal Centers of the City of Valladolid. The main objective of the educational process is to cover a demand of older people who attend these centers over the digital world through a training process that includes the use of different apps, online services and other digital tools. The objective for the univesity students was that they are capable of developing social and civic competences, acquiring an ethical commitment and a social responsibility through the transfer of their theoretical knowledge to the practice, elaborating a design of a proposal of media literacy for elderly people and their implementation in the university classrooms in a morning session of coexistence.
Reflexiones para la introducción de Colaboración y Gamificación en MOOC
Authors: García-Sastre Sara , Ortega-Arranz Alejandro , Gómez-Sánchez Eduardo , Villagrá-Sobrino Sara
Published: January 2024

MOOCs (Massive Open Online Courses) have significantly disrupted Higher Education. Usually, these online courses offer universal access to learning, generating new challenges regarding the form they are taught and the pedagogical approaches used. In fact, despite the benefits of MOOCs in Higher Education (e.g. ubiquitous and free access to learning), these courses are frequently critized due to their content-based teaching models. Therefore, the application of strategies promoting active learning is presented as a potential technique to change these models and to improve the student participation and dropout rates. This paper reflects on the potential benefits of gamification and collaboration to enhance and motivate student involvement in MOOCs. To this end, a Design-Based Research (DBR) methodology has been applied aiming to show evidence of these pedagogical innovations in three MOOCs carried out by the University of Valladolid (Spain). The outcomes of this process show the potential benefits of gamification and collaboration in MOOCs when taking into account some concrete aspects during the design and/or co-design of the courses.
Rayuela 2.0: Una herramienta para promocionar la labor innovadora de maestros y maestras mediante la generación de diseños de investigación rigurosos
Authors: Jorrín-Abellán Iván Manuel
Published: January 2024

In this article we present Hopscotch 2.0, a theoretical framework and a Webtool developed with the aim of helping novice researchers in the fields of education and social sciences, to generate solid and well-informed research designs. The present work shows the evaluation process of Rayuela 1.0, the obtained formal results, and the changes made to the initial version of Hopscotch that have helped de development of an enhanced 2.O version. Hopscotch is a tool available to teachers interested in the proposal of innovations based on the systematic and rigorous analysis of their practices. The 2.0 offers a web tool for the interactive generation of qualitative, quantitative and mixed method, rigorous and well-informed research designs that allow educators to analyze, criticize and improve their practice. The new improved version of Rayuela is bilingual and offers spaces for the sharing and discussion of the research designs created by its users.
Impacto del uso de materiales audiovisuales para el aprendizaje de danzas y bailes tradicionales en la formación de estudiantes universitarios
Authors: Gillanders Carol , Rodríguez-Fernández José Eugenio , Eirín-Nemiña Raúl
Published: January 2024

The purpose of this article is to get to know the impact the use of audiovisual materials has for the learning of traditional dances in the initial training of future teachers of primary education. For this reason, teachers from different fields (didactics of body and music expression) started to collaborate together with the students of the teaching degree in primary education with the aim of designing an innovative proposal based on knowledge pills, for the learning of traditional dances of the region where they live. For the study of the impact of this proposal in the training of future teachers, we draw upon a group discussion with three of the students who took part in the design of the teaching material as well as a questionnaire related to the relevance and usefulness of the teaching proposal. The questionnaire was answered by 48% of the students of the second year of the degree who had access to this resource. The results show that most of the students have used the vídeos and think they are quite/very useful, and assessed them positively. Furthermore, we can point out that collaborative work between different fields (body expression and music, in our case), promotes students’ understanding of interdisciplinary projects, as well as it helps promote the attainment of professional competencies.
Fortaleciendo habilidades de pensamiento computacional en Educación Infantil: Experiencia de aprendizaje mediante interfaces tangible y gráfica
Authors: Caballero-Gonzalez Yen Air , García-Valcárcel Muñoz-Repiso Ana
Published: January 2024

The development and integration of digital technology, in the current social context, makes it necessary to design and implement educational proposals that contribute to strengthening the teaching-learning processes through resources and didactic materials that provide dynamism, flexibility and innovation. One of the approaches that is gaining popularity in the international scenario is to approach the teaching of technology, programming and other digital skills such as computational thinking from an early age. This paper presents some of the results achieved through the development of a formative experience to foster the learning of computational thinking in early childhood education. The study corresponds to a quasi-experimental design with pretest-postest measures, without control group. The sample of participants was 44 students and 2 teachers, from a concerted school, in Salamanca, Spain, during the period 2017-2018. The activities consisted of solving problems with programming challenges using a tangible and a graphical interface. The data were collected through a rubric, questionnaires and field diary. The general results show the existence of differences between pretest and postest, which indicates that an advance was generated in reference to the learning of computational thinking through the explored characteristic. In addition, there is a positive acceptance of the activities between students and teachers. The study represents an initial assessment of the development of programming and computational thinking skills in young children using tangible and graphical learning interfaces.
Um Panorama Sobre a Integração do Conhecimento Tecnológico na Formação de Professores de Ciências
Authors: Santos Neto Raul dos , Struchiner Miriam
Published: January 2024

Knowing how to train science teachers in the information society is a challenging need. To study how technologies are mobilized and integrated into educational practice, the theoretical framework of Technological Knowledge, Pedagogical Content, better known as TPACK, was used. Therefore, this document is a systematic review of the literature of articles in the CAPES / MEC (Brazil) databases of 2006-2018 on the use of the TPACK theoretical framework. The objective of this work was to identify how the TPACK framework is studied in the publications on the training of science teachers, observing the research approach to create an overview of the contributions in the use of TPACK. The methodological procedures proposed by Sampaio and Mancini (2007) were used to review the articles. The main research trends involved studies on the confidence in the instruments to evaluate the dimensions of knowledge in the theoretical TPACK model, the barriers to the development of TPACK and the nature of TPACK. The results allowed to enumerate similarities and differences between the trends of methodological approach and research, as well as to identify the gaps on the use of the TPACK model in important areas such as physics teaching and teacher training.
Music Teachers’ Use of Online Video Platforms (OVPs) in Lesson Design and Instruction
Authors: Hwang Yooji , Ilari Beatriz
Published: January 2024

New technological developments and the popularity of the internet have changed the ways that people learn, listen to, make and teach music. Many music teachers now use a variety of digital tools to enhance their students’ learning in the classroom. However, the use of technology in music education, and particularly videos, is still an under-researched area. This paper reports on an exploratory investigation of music teachers’ use of online video platforms (OVP) such as YouTube, Vimeo, Panopto, and Dailymotion in lesson design and instruction. Through an online survey with 21 American music teachers, we gauged: (1) the frequency of use of videos in lesson design and teaching, (2) types of videos used by teachers, (3) the qualities of videos that teachers used, and (4) whether there were differences in video usage between grade levels and modalities of their music class. Findings suggested that music teachers frequently used OVPs both when planning and instructing their lessons, believing that such uses would make their lessons more engaging. Implications for music education are outlined at the end of the report.
Entre o digital e o impresso: perspectivas nos manuais e mídias para o ensino de música no Brasil.
Authors: Romanelli Guilherme Gabriel
Published: January 2024

The research field on textbooks for Music Education is relatively recent, a fact that brings yet a timid corpus or researches. Concerning digital textbooks, those researches are even scarcer. This paper discusses the digital solutions for Music Education in basic schooling in Brazil, and elect as study objects the «Teacher’s digital textbooks» for Art/Music Education, distributed by the Brazilian federal textbook program known as PNLD, in its 2020 edition. The theoretical framework is related to “manualistics” and studies connected to the concepts of schooling culture. The main method of this research is the document analysis taking as object the twenty eight digital art/music textbooks approved by the 2020 PNLD program. The results show that: digital textbooks became a reality in the Brazilian public textbook programs; the nature of those textbooks are still being shaped what is revealed by a variety of contours and structures, different of what happens in the printed version of textbooks, usually seen as more uniformed; the didactic models of those digital textbooks are, in general, still conservative, revealing a tendency of maintaining methodological models of the printed books. Finely, this research allows highlighting the efforts in offering better Art/Music digital textbooks to Brazilian students, enabling a dialogue with aspects of the contemporary world
Repositórios de materiais digitais musicais de carácter aberto em Portugal
Authors: Ferreira Vânia Marieta Pereira
Published: January 2024

The contents multiplicity theme that integrates the repositories of digital educational resources makes these a simultaneously stimulating and enriching didactic material. In fact, they should constitute an undeniable support for the individual differences of students and be an effective source of didactic proposals to be used in the classroom context, acting as an aid to learning and students integral personal development. The present research focuses on the analysis of the repositories of digital musical materials of Musical Education in Portuguese context. The main goal of this study was to find out that open-web portals present digital didactic materials for Music Education and if these expose aspects that enhance its use in the classroom. Through a qualitative methodology and using the technique of content analysis, the contents of the available repositories were in depth analyzed. As a specific goal is to find out if the digital didactic materials for Music Education existing in the open repositories are in quantity and quality that potentiate its use as a resource to be applied in the classroom context. It should be noted that the main conclusions point to the scarce presentation of repositories as well as digital didactic resources made available to the field of Music Education.
Aplicación de la «Técnica Alexander» en aulas de violín y viola. Análisis de su impacto mediante materiales audiovisuales
Authors: Echeverría-de Miguel Lucía , San Martín-Alonso Ángel
Published: January 2024

The teaching and learning process of a musical instrument is intrinsically related to the development of procedural skills, where the acquisition of control in the execution of the actions occupies a highly significant place. From this point we turn our gaze towards the Alexander Technique (AT), where the mind-body is assumed to function in an integrated way. In the present study we examine the impact of its implementation in violin and viola classrooms, in relation to the modeling of specific behaviors to the performance and musical interpretation through a recording technology. To do this, we use the qualitative methodological paradigm, which conforms both to the objectives of our research as well as to the theoretical-practical foundation of AT, characterized by a holistic vision. The study starts from a specific course in this subject for elementary and professional teachers of violin and viola. After its completion, different teachers videotaped their pedagogical practices implementing the TA, which we analyzed through our proposed analytical model of classroom praxis. Using the Atlas.ti software for the treatment of the data from the audiovisual records, the results revealed that the professors subject to research incorporate various aspects of the AT in their pedagogical-didactic classroom action. The conclusions point to a set of potentialities that the application of AT presents in relation to the instrumental teaching-learning process.
Diseño, implementación y evaluación de una intervención de formación en tecnología musical basada en TPACK y ABP en la formación inicial del profesorado de música de Educación Secundaria
Authors: Tejada Jesus , Thayer Tomás
Published: January 2024

This article presents a research that has tried to strengthen the technological formation in the initial teacher training of High-School music-education teachers in a Chilean university. Starting with the detection of a training problem related to the technological contents received in a subject of the career, a teaching intervention was designed, implemented and evaluated over a semester. The intervention design took into account technological literacy components, project-based learning strategy (ABP) and a methodology for integrating disciplinary-technological-pedagogical content known as TPACK. The training products, objects of the students’ projects, have been teaching materials applicable in the High School music classroom. The results show a good reception and assessment of the subject by students, who assign meaning to technology in their profession, improve their self-perception of their technological skills in educational situations and perceive that technology can helps consolidate their professional profile.
Academic Integrity in a Digital Era: Should the Use of ChatGPT Be Banned in Schools?
Authors:   People&Global Business Association, F f , F f , F f
Published: January 2024

Purpose: This paper is to examine the ethical implications of the use of ChatGPT in academia.
Design/methodology/approach: This study reviews the previous research and cases associated with using a generative AI, such as ChatGPT, to effectively use ChatGPT in education for teachers and students by examining the negative (especially ethical issues) and positive aspects of ChatGPT.
Findings: The findings of this research are that the usage of ChatGPT in schools has both negative and positive aspects. The results of this study indicated that effectively incorporating ChatGPT into educational settings: 1) identify opportunities to integrate ChatGPT into the curriculum; 2) define the specific goals and objectives to be achieved using ChatGPT in classes; 3) establish clear guidelines and boundaries for using ChatGPT; and 4) emphasize the importance of critical thinking and independent problem-solving skills with ChatGPT.
Research limitations/implications: Considering the lack of previous research on ChatGPT, the limitations of this study lie in the fact that it is not based on empirical research with actual data.
Originality/value: This study suggests potential opportunities and challenges for educational institutions, students, policymakers, and users regarding the using ChatGPT.
Short-Selling on Corporate Investment: Korean Evidence
Authors:   People&Global Business Association, F f
Published: January 2024

Purpose: Prior studies suggest that an informative stock price helps corporate investment decisions. Since short-selling improves the informativeness of stock prices, short-selling could influence corporate investment. This study examines this conjecture.
Design/methodology/approach: Using KOSPI-listed firm data, this study examines whether short-selling affects quantitative aspects, that is, amount, and qualitative aspects, that is, risks and profitability, of R&D or capital expenditure.
Findings: The results show a distinct contrast between the two types of investment. After short-selling, a decrease in R&D investment i s observed; however, capital e xpenditure i ncreases i n firms that i nvest much i n capital expenditure. A post-short-selling increase in R&D increases firm risk, but capital expenditure does not. Post-shortselling R&D investment is tied to long-term profitability; however, except for large firms, capital expenditure does not contribute to the increase in long-term profitability.
Research limitations/implications: This study provides supporting evidence that improved informativeness of stock prices improves investment efficiency, not only through R&D investment but also through capital expenditure. However, by examining the topic in the big picture, this study leaves out the influence of several factors that can affect investment decisions.
Originality/value: This is one of the rare studies that examines the real impact of short-selling.