Detección de buenas prácticas docentes de uso de dispositivos móviles en primaria a través del análisis documental

  1. Caldeiro-Pedreira, Mari Carmen 1
  2. Yot, Carmen 2
  3. Castro-Zubizarreta, Ana 3
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidad Internacional Isabel I de Castilla
    info

    Universidad Internacional Isabel I de Castilla

    Burgos, España

    ROR https://ror.org/055sgt471

  3. 3 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Journal:
Prisma Social: revista de investigación social

ISSN: 1989-3469

Year of publication: 2018

Issue Title: La Competencia Mediática de la Ciudadanía en Medios Digitales Emergentes

Issue: 20

Pages: 58-75

Type: Article

More publications in: Prisma Social: revista de investigación social

Abstract

The huge amount of technological media which have increased exponentially in the media ecosystem and its omnipresence in all contexts justify its inclusion in the pedagogical field and it also justifies the adoption of new methodologies according to the needs of Generation Z. This research look for to know the real situation because it is necessary that educational community to know this type of experiences. In this article, it has been made a bibliographic review about the use of technological tools, specifically about mobile devices in the educational field. This work includes a review from 2015 to the present. The bibliographic review about the use of technological tools, specifically, of mobile devices in the educational field has been done in Wos and Scopus databases in both English and Spanish. Results of the documentary analysis have shown the way tools are included in teaching practices in different areas of knowledge. The ubiquity of the developed experiences and its potential has been confirmed. The improvements of the academic and motivational performance of the students are included in the results of the experiences shown. Likewise, an emerging trend has been identified. This trend is product of combining mobile devices, gamification and augmented reality.

Funding information

Este trabajo se ha elaborado en el marco del Proyecto i+D+I coordinado "Competencias mediáticas de la ciudadanía en medios digitales emergentes (smartphones y tablets): prácticas innovadoras y estrategias educomunicativas en contextos múltiples" (EDU2015-64015-C3-1-R) (MINECO/FEDER), y de la "Red de Educación Mediática" del Programa Estatal de Investigación Científica-técnica de Excelencia, Subprograma Estatal de Generación de Conocimiento (EDU2016-81772-REDT), financiados por el Fondo Europeo de Desarrollo Regional (FEDER) y MINECO.

Funders

Bibliographic References

  • Aguaded-Gómez, J. I., Caldeiro-Pedreira, M. C. y Rodríguez-López, J. (2015). ¿Qué nos muestran las pantallas?: La mirada crítica adolescente en el marco de las industrias culturales y del pensamiento actual. Alteridad, 10(1), pp. 8-20. DOI: 10.17163/alt.v10n1.2015.01
  • Aw, G. P., Wong, L.-H., Zhang, X., Li, Y., & Quek, G. H., (2016). MyCLOUD: A Seamless Chinese vocabulary learning experience mediated by cloud and mobile technologies. In C. S. Chai, C. P. Lim & C. M. Tan. (Eds.). Future Learning in Primary Schools - A Singapore Perspective (pp. 65-78). Singapore: Springer.
  • Bizelli, J. L. (2013). Inovação: limites e possibilidades para aprender na era do conhecimento. São Paulo: Ed. da UNESP: Cultura Acadêmica.
  • Boticki, I., Baksa, J., Seow, P., & Looi, C.-K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, pp. 120–136. DOI:10.1016/j.compedu.2015.02.015
  • Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S. & Yu, S. (2016). Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases. British Journal of Educational Technology, 47(6), pp. 1006-1019. DOI: 10.1111/bjet.12311
  • Dziekaniak, G., Rover, A. (2011). Sociedade do Conhecimento: características, demandas e requisitos. DataGramaZero - Revista de Informação, 12(5). Recuperado de https://goo.gl/RzTsi1
  • Ebner, M., Schónhart, J. & Schön, S. (2014). Experiences with Ipads in Primary School. Profesorado. Revista de Curriculum y Formación del Profesorado, 18 (3), pp. 161-173.
  • Fokides, E., & Atsikpasi, P. (2017). Redefining the Framework for Teaching Programming to Primary School Students: Results from Three Pilot Projects, British Journal of Education, Society & Behavioural Science, 20 (Issue 3), pp. 1-11. DOI:10.9734/BJESBS/2017/33520
  • Freire, P. (1975). La pedagogía del oprimido. Siglo XXI: Madrid
  • Fundación Telefónica (2013). Sociedad de la Información en España 2013. Recuperado de https://goo.gl/2wV268
  • Furió, D., Juan, M., Seguí, I. & Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. Journal of Computer Assisted Learning, 31(3), pp. 189-201.
  • Geer, R., White, B., Zeegers, Y., Au, W. & Barnes, A. (2017). Emerging pedagogies for the use of iPads in schools. British Journal of Educational Technology, 48, pp. 490–498. DOI: 10.1111/bjet.12381
  • Guirao-Goris,J.A., Olmedo, A y Ferrer, E. (2008). El artículo de revisión. Revista Iberoamericana de Enfermería Comunitaria, 1, pp. 1-6. Recuperado de: https://goo.gl/Ryxgvg
  • Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an Augmented Reality-Based Educational Game on Students' Learning Achievements and Attitudes in Real-World Observations. Interactive Learning Environments, 24, pp. 1895-1906.
  • Icart, M. T., & Canela, J. (1994). El artículo de revisión. Enferm Clin, 4(4), pp. 180-184.
  • INTEF (2017). Marco Común de Competencia Digital Docente enero 2017. Recuperado de https://goo.gl/qLF2ku
  • ITU (2015). Informe sobre Medición de la Sociedad de la Información. Resumen Ejecutivo. Ginebra: Unión Internacional de Telecomunicaciones.
  • Joo-Nagata, J., Martínez Abad, F., García-Bermejo Giner, J., y García-Peñalvo, F. J. (2017). Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Computers & Education, 111, pp. 1-17. DOI: 10.1016/j.compedu.2017.04.003.
  • Karmila, R., Goodwin, R. & Mooney, C. (2015). Teachers and mobile learning perception: towards a conceptual model of mobile learning for training. Procedia. Social and Behavioral Sciences, 176, pp. 425-430. DOI: 10.1016/j.sbspro.2015.01.492
  • Karsenti, T., & Fievez, A. (2013). The iPad in education: uses, benefits, and challenges. A survey of 6,057 students and 302 teachers in Quebec, Canada. Montreal, QC: CRIFPE.
  • Lai, A. F., Lai, H. Y., Chuang, W. H. & Wu, Z. H. (2015). Developing a mobile learning management system for outdoors nature science activities based on 5e learning cycle. Paper presented at the International Conference e-Learning, Las Palmas de Gran Canaria, Spain.
  • Lindsay, L. (2016).Transformation of teacher practice using mobile technology with one-to-one classes: M-learning pedagogical approaches. British Journal of Educational Technology, 47(5), pp. 883-892. DOI: 10.1111/bjet.12265
  • Longworth, N. (2005). El aprendizaje a lo largo de la vida en la práctica. Barcelona: Paidós.
  • McKenna, C. (2012). There’s an App for That: How Two Elementary Classrooms Used iPads to Enhance Student Learning and Achievement. Education, 2(5), pp.136-142. DOI: 10.5923/j.edu.20120205.05
  • Parveen,Z., Kazi, L. & Nizamani, M. (2017). Mobile Learning Application Development for Improvement of English Listening Comprehension. International Journal of Advanced Computer Science and Applications (IJACSA), 8(8), pp. 229-237. DOI: 10.14569/IJACSA.2017.080830
  • Pérez-Tornero, J.M. (2008). Multi-screen society: a challenge for media literacy. Comunicar, 31, pp.15-25. DOI: 10.3916/c31-2008-01-002
  • Pinto-Santos, A.R., Cortés-Peña, O. & Alfaro-Camargo, C. (2017). Hacia la transformación de la práctica docente: modelo espiral de competencias TICTACTEP. Pixel-Bit. Revista de Medios y educación, 51, pp. 37-51. DOI: 10.12795/pixelbit.2017.i51.03
  • Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), pp.1-6. DOI: 10.1108/10748120110424816
  • Prensky, M. (2005). Teaching digital natives: partnering for real learning. California: Corwin.
  • Prensky, M. (2012). From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning. Thousand Oaks, California: Corwin.
  • Rikala, J. (2015). Designing a mobile learning framework for a formal educational context. Jyväskylä: University of Jyväskylä
  • Salim, D. (2013). Mobile Learning: A Good Practice. Procedia. Social and Behavioral Sciences, 103, pp. 665-674. DOI: 10.1016/j.sbspro.2013.10.386
  • Sánchez-Carrero, J. & Contreras, P. (2012). De cara al prosumidor. Icono 14, 10, pp. 62-84. DOI: 10.7195/ri14.v10i3.210
  • Slussareff, M., & Boháčková, P. (2016). Students as game designers vs. ‘just’ players: Comparison of two different approaches to location - based games implementation into school curricula. Digital Education Review, 29, pp. 284 –297.
  • Soto, J. (2007). Políticas educativas y nuevos contextos de intervención en relación a las Tic. Panorama actual en el ámbito europeo y español. Revista de Investigación en Educación, 4, pp. 4-21. Recuperado de https://goo.gl/FRQDxL
  • Stoyanova, D., Kafadarova, N. & Stoyanova-Petrova., S.(2015). Enhancing elementary student learning in natural sciences through mobile augmented reality technology. Bulgarian Chemical Communications, 47(Special Issue B) pp. 532-536.
  • Sung, Y. T., Chang, K. E. & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, pp. 252-275. DOI: 10.1016/j.compedu.2015.11.008
  • Sung, H. Y., Hwang, G. J., & Chang, Y. C. (2016). Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments, 24(3), pp. 456-471.
  • UNESCO (2005). Las Tecnologías de la Información y la Comunicación en la enseñanza. Recuperado de https://goo.gl/wUTFW8
  • UNESCO (2008). Programa MOST, Buenas prácticas de la Red PEA. Recuperado de https://goo.gl/Am11y3
  • Vásquez,A., Nussbaum, M., Sciarresi,E., Martínez,T., Barahona, C. & Strasser, C. (2017). The impact of the technology used in formative assesment: the case of spelling, Journal of Educational Computing Research, 54 (8), pp. 1142-1167. DOI:10.1177/0735633116650971
  • Ventura, A. C. (2016). ¿Enseño como aprendí?: el rol del estilo de aprendizaje en la enseñanza del profesorado universitario. Aula Abierta, 44, pp. 91-98. DOI: 10.1016/j.aula.2016.05.001
  • Veytia, M. G. (2017). Diferentes miradas sobre el empleo de las tecnologías de la información y la comunicación en educación. Red Durango de Investigadores educativos AC.: México. Recuperado de https://goo.gl/3yoEsP
  • Villalonga C. & Marta-Lazo, C. (2015). Modelo de integración educomunicativa de 'apps' móviles para la enseñanza y aprendizaje. Pixel Bit. Revista de Medios y educación, 46, pp. 137-153. DOI: 10.12795/pixelbit.2015.i46.09
  • Web Euridyce. Marco Estratégico de Educación y Formación 2020. Recuperado de https://goo.gl/JB5t4s
  • Zacharias C. Zacharia, Charalambia Lazaridou & Lucy Avraamidou (2016) The use of mobile devices as means of data collection in supporting elementary school students’ conceptual understanding about plants, International Journal of Science Education, 38 (4), pp. 596-620, DOI: 10.1080/09500693.2016.11538113811