Uso de las TIC en Educación Secundaria Obligatoria. Ventajas e inconvenientes

  1. García-Martín, Sheila
  2. García-Martín, Judit
Revue:
Human Review: International Humanities Review / Revista Internacional de Humanidades

ISSN: 2695-9623

Année de publication: 2022

Titre de la publication: Monograph: "Disruptive Technologies in the Training Fields"

Volumen: 12

Número: 4

Type: Article

DOI: 10.37467/REVHUMAN.V11.3965 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Human Review: International Humanities Review / Revista Internacional de Humanidades

Résumé

The integration and use of ICT in educational centres is a complex process in which various factors intervene, such as the level of digital competence of teachers, technological infrastructure, and access to and use of the Internet. Hence, it is necessary to approach studies on ICT in education from multivariate approaches. In this sense, this study aims to know the use of five digital tools by 474 secondary school students in the classroom, to subsequently analyse the advantages and disadvantages of such use for their learning. The results are presented, and their implications are discussed.

Références bibliographiques

  • Ahmadpour, A. & Mirdamadi, M. (2010). Determining challenges in the application of e-learning in agricultural extension services in Iran. American-Euroasian Journal of Agriculture and Environmental Science, 9(3), 292-296. http://www.idosi.org/aejaes/jaes9(3)/11.pdf
  • Almerich, G., Suárez, J.M., Jornet, J.M. & Orellana, M.N. (2011). Las competencias y el uso de las Tecnologías de Información y Comunicación (TIC) por el profesorado: estructura dimensional. Revista Electrónica de Investigación Educativa, 13(1), 28-42. http://redie.uabc.mx/vol13no1/contenido-almerichsuarez.html
  • Antonijevic, R. (2007). Usage of computers and calculators and students’ achievement: Results from TIMSS 2003. International Conference on Informatics, Educational Technology and New Media in Education. Sombor. https://bit.ly/2A4HiQT
  • Carpenter, J.P. & Green, T.D. (2017). Mobile instant messaging for professional learning: Educators’ perspectives on and uses of Voxer. Teaching & Teacher Education, 68, 53-97. http://dx.doi.org/10.1016/j.tate.2017.08.008 DOI: https://doi.org/10.1016/j.tate.2017.08.008
  • Christ, T., Arya, P. & Chiu, M.M. (2017). Video use in teacher education: An international survey of practices. Teaching & Teacher Education, 63, 22-35. http://dx.doi.org/10.1016/j.tate.2016.12.005 DOI: https://doi.org/10.1016/j.tate.2016.12.005
  • DeWitt, D., Alias, N., Siraj, S., Yaakub, M.Y., Ayob, J. & Ishak, R. (2013). The potential of YouTube for teaching and learning in the performing arts. Procedia. Social and Behavioral Sciences, 103, 118-1126. https://doi.org/10.1016/j.sbspro.2013.10.439 DOI: https://doi.org/10.1016/j.sbspro.2013.10.439
  • Esteve, F., Castañeda, L. & Adell, J. (2018). Un modelo holístico de competencia docente para el mundo digital. Revista interuniversitaria de formación del profesorado, 91(32.1), 105-116. https://dialnet.unirioja.es/servlet/articulo?codigo=6441415
  • García-Martín, J., & García-Sánchez, J.N. (2013). Patterns of Web 2.0 tool use among young Spanish people. Computers & Education, 67, 105-120. https://doi.org/10.1016/j.compedu.2013.03.003 DOI: https://doi.org/10.1016/j.compedu.2013.03.003
  • García-Martín, S. & Cantón-Mayo, I. (2019a). Teachers 3.0: Patterns of use of five digital tools. Digital Education Review, 35, 202-215. https://doi.org/10.1344/der.2019.35.202-215. DOI: https://doi.org/10.1344/der.2019.35.202-215
  • García-Martín, S. & Cantón-Mayo, I. (2019b). Use of technologies and academic performance in adolescent students. Comunicar. Media Education Research Journal, 59, 73-81. https://doi.org/10.3916/C59-2019-07 DOI: https://doi.org/10.3916/C59-2019-07
  • Gisbert, M. & González, J. (2016). Nous escenaris d’aprenentatge des d’una visió transformadora. Wolters Kluwer
  • Gómez, V. (2017). ¿Cómo se involucran los estudiantes de pedagogía en una experiencia de blogging internacional en wikispaces?. Digital Education Review, 31, 1-19. http://greav.ub.edu/der/
  • Grande-de-Prado, M.; Cañón, R. & Cantón, I. (2016). Competencia digital y tratamiento de la información en futuros maestros de Primaria / Digital competence and information management in future primary school teachers. Educatio Siglo XXI, 34(3), 101-118. http://dx.doi.org/10.6018/j/275961 DOI: https://doi.org/10.6018/j/275961
  • Huang, H.M. & Liaw, S.S. (2005). Exploring users’ attitudes and intentions toward the web as a survey tool. Computers in Human Behavior, 21(5), 729-743. https://doi.org/10.1016/j.chb.2004.02.020 DOI: https://doi.org/10.1016/j.chb.2004.02.020
  • Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) (2016). Indicadores del uso de las TIC en España y en Europa. https://is.gd/qEBRyr
  • Jiménez, A., Pérez, J.V. & Carrillo-Rosúa, J. (2014). Integración de las Tecnologías Geoespaciales como herramientas docentes de Ciencias de la Tierra para Educación Secundaria. Enseñanza de las Ciencias de la Tierra, 22(3), 239-250. http://digibug.ugr.es/handle/10481/39130
  • Junco, R. & Cotten, S.R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56, 370-378. http://dx.doi.org/10.1016/j.compedu.2010.08.020 DOI: https://doi.org/10.1016/j.compedu.2010.08.020
  • Meyer, K. A., & Xu, Y. J. (2009). A causal model of factors influencing faculty use of technology. Journal of Asynchronous Learning Networks, 13(2), 57-70. https://eric.ed.gov/?id=EJ862348 DOI: https://doi.org/10.24059/olj.v13i2.1668
  • Roblizo, M.J. & Cózar, R. (2015). Usos y competencias en TIC en los futuros maestros de educación infantil y primaria: Hacia una alfabetización tecnológica real para docentes. Pixel-Bit: Revista de Medios y Educación, 47, 23-39. https://doi.org/10.12795/pixelbit.2015.i47.02 DOI: https://doi.org/10.12795/pixelbit.2015.i47.02
  • Rodríguez-García, A.M.; Martínez, N. & Raso, F. (2017). La formación del profesorado en competencia digital: Clave para la educación del siglo XXI. Revista Internacional de Didáctica y Organización Educativa, 3(2), 46-65.
  • Schiler, J. (2003). Working with ICT: Perceptions of Australian Principals. Journal of Educational Administration, 41(3), 171-185. https://doi.org/10.1108/09578230310464675 DOI: https://doi.org/10.1108/09578230310464675
  • Torres-Díaz, J.C., Duart, J.M., Gómez-Alvarado, H.F., Marín-Gutiérrez, I., & Segarra-Faggioni, V. (2016). Internet use and academic success in university students. Usos de Internet y éxito educativo en estudiantes universitarios]. Comunicar, 48(24), 61-70. https://doi.org/10.3916/C48-2016-06 DOI: https://doi.org/10.3916/C48-2016-06
  • Yanti, H., Setiawan, A., Nurhabibah, S & Yannuar, R. (2018). Teacher’s Perception about the use of E-Learning/ Edmodo in Educational Activities. IOP Conf. Series: Materials Science and Engineering, 306. https://doi.org/10.1088/1757-899X/306/1/012055 DOI: https://doi.org/10.1088/1757-899X/306/1/012055
La source de données: Dialnet