Augmented reality for ESL/EFL and bilingual education: an international comparison

In recent decades, educational technologies have enabled new opportunitiesfor teaching and learning on a recurrent basis. In contemporary educationalcontexts, which are mainly oriented towards active methodologies and studentcentered approaches, educational technologies have led to a significantbreakthrough in education. Among emergent educational technologies, it isinteresting to specifically highlight the current importance of Augmented Reality(AR), which allows overlaying of virtual objects (that is, ‘augmented’ elements)into the real world. This paper, after exploring the potential of AR in education, isaimed at comparing pre-service English as a Second Language (ESL), English asa Foreign Language (EFL) and Bilingual Education (BE) teachers’ perceptions,uses and preferences (n = 53) from two universities (Texas Woman’s University,USA, and University of Córdoba, Spain) regarding the use of AR, and analyzewhether there are similarities and/or differences based on sociocultural context,approaches to education or teacher practices. The findings reveal the positiveattitudes towards integrating AR in ESL/EFL and bilingual contexts of theparticipants of the two institutions. The most noted advantages of AR are thatit enhances classroom engagement and its focus is different from traditionalteaching methods, increasing student motivation and facilitating their learningprocesses. Some reported challenges imposed by AR are that access to mobiledevices is limiting, the cost of technology, technical issues and the necessityfor specialized teacher training. We also found other challenges and numerousadvantages of AR usage in ESL/EFL and bilingual contexts, which are discussedthoroughly. Finally, current needs in the field are identified and suggestions areoffered for further research in AR for ESL/EFL and BE

Is real screen time a determinant of problematic smartphone and social network use among young people?

Smartphone use by adolescents is increasingly attracting the interest of social scientists, parents, and educational stakeholders (teachers, educators, educational policy makers), generally in a negative context. There are, however, many myths surrounding the issue, resulting from the reproduction of stereotypes about the psychosocial functioning of adolescents in cyberspace, as well as inadequately constructed research tools that measure how new media are used. This text is an attempt to show the phenomenon of problematic Internet use through the prism of screen time measured using real data from smartphones. The research was conducted in first half of 2022 among adolescents aged 13–19 in Bosnia and Herzegovina (N = 1185, mean age = 15.47 with standard deviation = 1.84). The research was implemented using a triangulation of tools such as the Smartphone Addiction Scale (SAS Scale), Software Installed on the Smartphone (SIS Scale), The Bergen Social Media Addiction Scale (BSMAS), and the Screen Time Scale (STS). From the data collected, it was noted that: 1) Screen time correlates weakly with problematic smartphone use and social networking; 2)The average period of smartphone use in the study group is 3 h49 minutes per day, of which 37 min are related to web browsing, while 2 h22 minutes are related to social networking; 3) A quarter of adolescents use a smartphone more than 5.5 h per day, of which more than 2 h15 minutes is screen time related to social media; 4) Approximately half of the respondents use smartphones slightly more than 2 h per day; 5) Girls use smartphones for longer than boys; 6) Place of residence (city or countryside) does not affect screen time; 7) Screen time is related to a medium degree to the type of software installed on the smartphone; 8) There is a need to refine the measurement methodology of screen time and to abandon self-declaration in this area

Educação e TIC: entre meios e fins. Uma reflexão post-crítica

[ES] El discurso educativo actualmente dominante, en tanto que heredero de la pedagogía crítica, tiende a entender la educación como medio para el logro de fines políticos, sociales y personales. Asimismo, su desarrollo es hoy en día inseparable del uso y manejo de otros medios, las TIC. Este trabajo, desde una perspectiva filosófico-educativa, pretende, en primer lugar, mostrar que la concepción de la educación exclusivamente como medio es incompleta; y, en segundo lugar, demostrar que esta implica una consideración de las TIC no sólo limitada, sino, además, educativamente peligrosa. Concluimos en la necesidad de rescatar una concepción teleológica de la educación hoy olvidada, que neutralice este riesgo.[EN] The currently dominant educational discourse, as the heir of critical pedagogy, tends to understand education as a means to the achievement of political, social, and personal ends. Additionally, its development is nowadays inseparable from the use and handling of other means, the ICT. This paper, from a philosophicaleducational perspective, aims, firstly, to show that the understanding of education exclusively as a means is incomplete; and, secondly, that this entails a consideration of the ICT not just limited, but educationally dangerous as well. We conclude that it is necessary to recover a currently forgotten teleological understanding of education which neutralizes this risk.[PO] O discurso educativo dominante, herdeiro da pedagogia crítica, tende a entender a educação como meio para o alcance de fins políticos, sociais e pessoais. Da mesma forma, seu desenvolvimento é hoje em dia inseparável do uso e da gestão de outros meios, as TIC. Este trabalho, a partir de uma perspectiva filosóficoeducativa, pretende, em primeiro lugar, mostrar que a concepção da educação exclusivamente como meio é incompleta; e, em segundo lugar, demonstrar que essa implica uma consideração das TIC não só limitada, porém, sobretudo, educativamente perigosa. Concluímos abordando a necessidade de resgatar uma concepção teleológica da educação, hoje esquecida, que neutralize esse risc

Οι αντιλήψεις των νηπιαγωγών για τη διδασκαλία των φυσικών επιστημών και ειδικότερα του ηλιακού συστήματος. Το είδος της διδασκαλίας που επιλέγουν, οι γνώσεις και η εξοικείωσή τους με τις νέες τεχνολογίες και τάσεις.

Ο στόχος του παρόντος έργου ήταν να εξετάσει τις αντιλήψεις των νηπιαγωγών του νομού της Αττικής για τη διδασκαλία των φυσικών επιστημών και ειδικότερα του ηλιακού συστήματος. Το είδος της διδασκαλίας που επιλέγουν, οι γνώσεις και η εξοικείωσή τους με τις νέες τεχνολογίες και τάσεις. Στην έρευνα συμμετείχαν 100 νηπιαγωγοί, με εύρος ηλικίας κάτω των 30 ετών έως και άνω των 55 ετών, που υπηρετούσαν σε δημόσια και ιδιωτικά σχολεία του νομού Αττικής. Οι συμμετέχοντες συμπλήρωσαν ηλεκτρονικό ερωτηματολόγιο με ερωτήσεις που αφορούσαν σε δημογραφικά τους στοιχεία και στις αντιλήψεις τους σε σχέση με το πώς σχεδιάζουν τη διδασκαλία τους, εάν και σε τι βαθμό κάνουν χρήση του υπολογιστή, τι αντίκτυπο πιστεύουν ότι έχει στους μαθητές τους αυτό και εάν η χρήση του μπορεί να εφαρμοστεί σε όλους τους τομείς του αναλυτικού προγράμματος. Επίσης όσο αφορά τη διδασκαλία του ηλιακού συστήματος ερωτήθηκαν για το κατά πόσο επιλέγουν τις νέες τεχνολογίες και τάσεις και ειδικότερα τις εφαρμογές επαυξημένης πραγματικότητας (Αugmented Reality). Τα αποτελέσματα της έρευνας προέκυψαν από νηπιαγωγούς στην πλειοψηφία τους γυναίκες μεταξύ 25-35 ετών με πτυχίο ΑΕΙ ή και μεταπτυχιακή εκπαίδευση. Δούλευαν σε αστικό περιβάλλον και είχαν τη δυνατότητα να κάνουν χρήση του Η/Υ. Οι απόψεις των νηπιαγωγών για τη χρήση του Η/Υ ήταν στην πλειοψηφία τους θετικές. Παράλληλα, οι νηπιαγωγοί σε πολύ μεγάλο ποσοστό φαίνεται να επιλέγουν τη διδασκαλία των φυσικών επιστημών και ιδιαίτερα του ηλιακού συστήματος. Από την πλειοψηφία των αποτελεσμάτων φαίνεται να επιλέγουν για τη διδασκαλία τους τόσο βιωματικές δραστηριότητες όσο και βίντεο, πολυμέσα και εκπαιδευτικά λογισμικά. Τέλος, όμως οι εκπαιδευτικοί στη συντριπτική τους πλειοψηφία φαίνεται να μη γνωρίζουν επαρκώς την τεχνολογία της επαυξημένης πραγματικότητας. Ως εκ τούτου δε δίνουν σαφείς απαντήσεις για τη χρήση της, για το πόσο θετικά αποτελέσματα φέρει ή όχι στη μαθησιακή διαδικασία αλλά και για το εάν ελκύει το ενδιαφέρον των μαθητών. Αυτό που φαίνεται να γνωρίζουν είναι τα βιβλία επαυξημένης πραγματικότητας και μάλιστα τα θεωρούν ελκυστικά και χρήσιμα. Όσο αφορά τις πιο σημαντικές συσχετίσεις που παρατηρήθηκαν, αφορούν τη νεαρή ηλικία σε σχέση με την αξιοποίηση του ηλεκτρονικού υπολογιστή για την προετοιμασία και υλοποίηση της μαθησιακής διαδικασίας. Οι νεότεροι νηπιαγωγοί αξιοποιούν σε μεγαλύτερο βαθμό τον Η/Υ ενώ οι μεγαλύτεροι πολύ λιγότερο. Και στις δύο περιπτώσεις όμως δεν είναι σύμφωνοι ότι μπορεί να εφαρμοστεί σε όλους τους τομείς του αναλυτικού προγράμματος. Επίσης όσο αφορά τη χρήση και αξιοποίηση της επαυξημένης πραγματικότητας φάνηκε ότι όταν οι νηπιαγωγοί γνωρίζουν τη χρήση της τότε την επιλέγουν ως ένα ακόμα μέσο για τον σχεδιασμό της διδασκαλίας τους και μάλιστα πιστεύουν ότι ελκύει το ενδιαφέρον των παιδιών και βελτιώνει τα μαθησιακά αποτελέσματα.Aim of this thesis was to examinate perceptions of kindergarten teachers in Attica about teaching science, specifically, how to teach the Solar System, what method they choose, the knowledge and their familiarization with new technologies and methods. In this research one hundred kindergarten teachers under thirty and above fifty years old participated that work in public or private schools in Attika. The participants filled an electronical questionnaire with questions about their demographics, perceptions on how they organize their teaching, the use of a computer and how often they use it. What is the students’ impact and if its use can be applied in all the areas of learning. Additional, as far as the teaching of the solar system is concerned, they were asked if they use new technologies and specifically the applications of Augmented Reality. This research’s results were from kindergarten teachers between 25-35 years old with a university and master’s degree that worked in an urban environment and had the opportunity to use a computer. Most of the kindergarten teacher’s thoughts about the use of the computer were positive. They were positive of its use for the preparation of the teaching method, about its use during teaching and about the positive influence that it had to the students and the positive academically results of the students. It also showed the importance of the good teachers’ knowledge that is required. It was obvious that the majority of the kindergarten teachers select to teach science and all about the Solar System. They select in their teaching method experiential activities, videos, multimedia, and educational software. In the end, it shows that most of the teachers don’t know the technology about the Augment Reality. They don’t give specific answers for its use and the positive outcomes that can bring or not to the learning process and if it eventually attracts the students’ interest. It is obvious that the teachers do know the books of the Augmented Reality and that they think that they are very useful and attractive. As far as the most important correlations is concerned it was observed that the younger age group uses more regular computers to prepare their teaching and during their teaching process. The younger kindergarten teachers use it more frequent than the older ones. In both cases though they agree that it can’t be used in all the areas of learning. It also shows that as far as the Augmented Reality is concerned the kindergarten teachers use it when they are familiar with this application. They use it as one more stimulus to prepare their teaching as they believe that it attracts the student’s interest and improves the educational results

The Augmented Mind Map in Puzzle as a cooperative technique of teaching-learning in Higher Education

En una sociedad cada vez más informatizada es importante que los futuros docentes, durante su proceso formativo, adquieran habilidades para el uso de las TIC y el desarrollo de metodologías de trabajo que las integren y que hagan al alumnado protagonista de su propio proceso de enseñanza-aprendizaje. En este contexto se ha diseñado el presente trabajo, compuesto por dos estudios que tienen la finalidad de comprobar la utilidad de la técnica cooperativa creada, denominada Mapa Mental Aumentado en Puzle, para los procesos formativos de futuros docentes; y verificar a su vez si esta técnica genera unas expectativas positivas de cara a que la empleen como educadores para desarrollar las capacidades personales e interpersonales, así como las centradas en el aprendizaje de su futuro alumnado. La investigación se ha llevado a cabo bajo una metodología cuantitativa, en la que se han diseñado dos instrumentos ad hoc denominados “Cuestionario MMAP” y “Cuestionario sobre expectativas MMAP”. Ambos cuestionarios han pasado por un proceso de validación en el que se les aplicó un análisis correlacional y un estudio de consistencia interna, así como un análisis factorial exploratorio y confirmatorio, para poder garantizar la fiabilidad y validez de ambos constructos. Los datos obtenidos por medio de ambos instrumentos fueron sometidos a una serie de análisis descriptivos, estadísticos inferenciales, correlacionales y de regresión. En base a los resultados alcanzados en ambos estudios, se ha concluido que la técnica del Mapa Mental Aumentado en Puzle ha sido valorada positivamente por los futuros docentes a la hora de facilitarles la adquisición de conocimientos durante el aprendizaje y fomentar aspectos ligados a la cooperación, valorando también positivamente la combinación del mapa mental con la realidad aumentada. Así mismo, la consideran un recurso que puede ayudarles como educadores a desarrollar las capacidades personales e interpersonales, así como las capacidades centradas en el aprendizaje de su alumnado.In an increasingly computerized society, it is important that future teachers, during their training process, acquire skills for the use of ICT and the development of work methodologies that integrate them and make students the protagonists of their own learning. In this context, the present work has been designed, composed by two studies that have the purpose of verifying the usefulness of the created cooperative technique, called Augmented Mind Map in Puzzle, for the training processes of future teachers; and verify at the same time if this technique generates positive expectations in order to be used as educators to develop personal and interpersonal skills, as well as those focused on the learning of their future students. The research has been carried out under a quantitative methodology, in which two ad hoc instruments have been designed called "MMAP Questionnaire" and "MMAP Expectations Questionnaire". Both questionnaires have undergone a validation process in which a correlational analysis and an internal consistency study were applied, as well as an exploratory and confirmatory factor analysis, in order to guarantee the reliability and validity of both constructs. The data obtained by both instruments were subjected to a series of descriptive analyzes, inferential statistics, and linear correlations and regressions. Based on the results obtained in both studies, it has been concluded that the Augmented Mind Map in Puzzle technique has been positively valued by future teachers when it comes to facilitating the acquisition of knowledge during learning and promote aspects related to cooperation, also positively evaluating the combination of the mind map with augmented reality. Likewise, they have considered it a resource that can help them as educators to develop personal and interpersonal capacities, as well as capacities focused on the learning of their students

Educação e TIC: entre meios e fins. Uma reflexão post-crítica

Esta investigación se inscribe dentro de los siguientes proyectos financiados: 1) “CONECT-ID. La identidad hiperconectada de la juventud y su percepción del tiempo en el ocio digital”. Ministerio de Ciencia, Innovación y Universidades. Referencia: PGC2018-097884-B-I00 (2019-2022). 2) “Identidades digitales en jóvenes hiperconectados: retos para el contexto familiar, social y escolar”. Junta de Castilla y León. Referencia: SA038G19 (2018-2021). Referencias bibliográficas: • AKÇAYIR, G.; AKÇAYIR, M. The flipped classroom: a review of its advantages and challenges. Computers & Education, New York, v. 126, p. 334-345, 2018. https://doi.org/10.1016/j.compedu.2018.07.021 • ALMEIDA, F. Concept and Dimensions of Web 4.0. International Journal of Computers and Technology, Faridkot, v. 16, n. 7, p. 7040-7046, 2017. https://doi.org/10.24297/ijct.v16i7.6446 • ALVES, E. E. C.; STEINER, A. Q. Globalization, technology and female empowerment: breaking rights or connecting opportunities? 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Do artifacts have politics? In: MACKENZIE, D.; WAJCMAN, J. (eds.). The social shaping of technology. Philadelphia: Open University Press, 1999. p. 28-40.El discurso educativo actualmente dominante, en tanto que heredero de la pedagogía crítica, tiende a entender la educación como medio para el logro de fines políticos, sociales y personales. Asimismo, su desarrollo es hoy en día inseparable del uso y manejo de otros medios, las TIC. Este trabajo, desde una perspectiva filosófico-educativa, pretende, en primer lugar, mostrar que la concepción de la educación exclusivamente como medio es incompleta; y, en segundo lugar, demostrar que esta implica una consideración de las TIC no sólo limitada, sino, además, educativamente peligrosa. Concluimos en la necesidad de rescatar una concepción teleológica de la educación hoy olvidada, que neutralice este riesgo.The currently dominant educational discourse, as the heir of critical pedagogy, tends to understand education as a means to the achievement of political, social, and personal ends. Additionally, its development is nowadays inseparable from the use and handling of other means, the ICT. This paper, from a philosophicaleducational perspective, aims, firstly, to show that the understanding of education exclusively as a means is incomplete; and, secondly, that this entails a consideration of the ICT not just limited, but educationally dangerous as well. We conclude that it is necessary to recover a currently forgotten teleological understanding of education which neutralizes this risk.O discurso educativo dominante, herdeiro da pedagogia crítica, tende a entender a educação como meio para o alcance de fins políticos, sociais e pessoais. Da mesma forma, seu desenvolvimento é hoje em dia inseparável do uso e da gestão de outros meios, as TIC. Este trabalho, a partir de uma perspectiva filosóficoeducativa, pretende, em primeiro lugar, mostrar que a concepção da educação exclusivamente como meio é incompleta; e, em segundo lugar, demonstrar que essa implica uma consideração das TIC não só limitada, porém, sobretudo, educativamente perigosa. Concluímos abordando a necessidade de resgatar uma concepção teleológica da educação, hoje esquecida, que neutralize esse risco.Ministerio de Ciencia, Innovación y UniversidadesJunta de Castilla y LeónDepto. de Estudios EducativosFac. de EducaciónTRUEpu