Cómo se utilizan las TIC en el aula?: un estudio sobre las creencias y los usos

Introduction. Several studies show that one of the essential factors in the way teachers use Information and Communication Technologies (ICT) in their lessons are the beliefs they hold regarding ICT as tools for teaching and learning. This study analyses the relationship between these beliefs and the way teachers use ICT in the classroom through design of a System of Categories for the Analysis of Beliefs about and Uses of ICT. Method. We applied an open-ended questionnaire about beliefs and uses of ICT to 16 teachers of Child and Primary Education and collected 42 activities proposed by them where ICT were crucial. To analyse the answers, we designed a System of Categories for the Analysis of Beliefs about and Uses of ICT, based on three essential dimensions: what teachers said they taught, the psychological processes they activated in their students and the activities or tasks they proposed to achieve that learning. Results. The results indicate that there is a wide gap between the beliefs teachers hold and the way they actually use ICT. While they said that ICT should be used to make learning more student-centred and to foster motivation, most of the activities proposed were aimed at onedirectional conveyance of contents, and were neither highly developed nor did they noticeably transform traditional ways of teaching. Conclusions and Discussion. The paper concludes with a few reflections and suggestions about how ICT could really be integrated in the classroom based on a new learning cultureIntroducción. Numerosos estudios muestran que un factor clave para explicar la forma en que los docentes usan las Tecnologías de la Información y Comunicación (TIC) en las aulas son las creencias que mantienen en relación con estos dispositivos como herramientas de enseñanza y aprendizaje. Este trabajo analiza la relación entre esas creencias y el uso que hacen los docentes de las TIC en el aula a través del diseño de un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC. Método: Aplicamos un cuestionario de preguntas abiertas sobre creencias y usos de las TIC a 16 docentes de Infantil y Primaria y analizamos 42 actividades propuestas por ellos donde las TIC tuvieran un papel relevante. Para analizar las respuestas, diseñamos un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC, basado en tres dimensiones fundamentales: qué es lo que los profesores dicen enseñar, qué procesos psicológicos activan en sus estudiantes y las tareas o actividades que proponen para alcanzar sus objetivos de aprendizaje. Resultados: Los resultados indican que existe una distancia considerable entre las creencias sostenidas por los profesores y el uso educativo que realmente hacen de las TIC. Mientras que los profesores afirman que las TIC son buenas herramientas para diseñar entornos de aprendizaje significativos centrados en el alumno, la mayoría de las actividades propuestas favorecen formas de enseñanza tradicionales centradas en el contenido. Conclusiones y discusión: El artículo concluye con algunas reflexiones y sugerencias para una verdadera integración de las TIC en el aula basada en una nueva cultura del aprendizajeThe Spanish Ministry of Economy and Competitiveness has supported this research through the Project EDU2013-47593-C2-1-

Integration of Information and Communication Technologies (ICT) in educational contexts, beliefs and practices

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Psicología, Departamento de Psicología Básica. Fecha de lectura: 15-11-2016Esta tesis tiene embargado el acceso al texto completo hasta el 15-05-201

Aspectos responsables en la experimentación con animales en medicina

Los animales son las principales víctimas de la historia, esto fue mencionado por primera vez en el texto descrito por Peter Singer La liberación animal. Enfocarse en una ética para el bienestar animal implica situar la mirada en la capacidad de sentir qué experimentan los animales. El bienestar animal es la capacidad de los animales de sentir dolor, sufrimiento, es decir, experimentan emociones.La experimentación animal no es un tema reciente, es un problema que ha existido desde hace muchos años. Un pilar fundamental es el comité de ética institucional, su función es evaluar cada paso antes, y durante la experimentación, verificando el programa, procedimiento, justificación, bienestar, ofrecer un digno y adecuado alojamiento que sea confortable. Cualquier experimentación con animales debe tener una justificación científica, evitar el dolor, sufrimiento, así como tener personal capacitado para salvaguardar su bienestar

¿Enriquecimiento o empobrecimiento cognitivo? Tecnologías digitales y retos para la educación desde una perspectiva situada

Cognitive artefacts are thought to extend human cognitive capabilities. We use maps to navigate, pen and paper to organize ideas, and recently, smart applications to remind us of an appointment or check our physical conditions or finances. From a situated cognition perspective, these tools help us to overcome our cognitive limitations. Although digital technologies present remarkable positive effects on human cognition (e.g. visual representations, storing information, computing processing, etc.) some authors call for a deep reflection about the possible consequences that its pervasive use may have on human cognitive architecture (Barr, Pennycook, Stolz, & Fugelsang, 2015; Carr, 2011; Heersmink, 2017a). This is especially relevant for educational systems that in many cases have embraced digital technologies as means of innovation and progress with little discussion about the consequences on human cognition. After describing the main assumptions of situated cognition perspectives, I highlight some dimensions of technology integration in educational settings where these approaches can be applied, mainly focusing on how cognitive processes (in particular, attention, memory and thinking) are either enhanced or diminished when digital artefacts are used. In light of these reflections I suggest some ideas for instructional design and call for further theoretical developments and empirical research. Key Words: Cognitive artefacts, situated perspectives, extended mind, ICT integration, digital technologies.Los artefactos cognitivos tienen la función de extender las capacidades cognitivas humanas. Así, usamos mapas para navegar, bolígrafo y papel para organizar ideas y más recientemente, aplicaciones móviles que nos recuerdan cuando tenemos una reunión o cuáles son nuestras condiciones físicas y el estado de nuestras cuentas financieras. Desde una perspectiva situada sobre la cognición, estas herramientas nos ayudan a superar nuestras limitaciones orgánicas. Aunque las tecnologías digitales presentan indudables beneficios desde el punto de vista cognitivo (p. ej. representaciones visuales, almacenamiento de información, procesamiento computacional, etc.), algunos autores hacen un llamamiento a la reflexión para pensar sobre las posibles consecuencias que su uso masivo puede producir sobre la arquitectura cognitiva humana (Barr et al., 2015; Carr, 2011; Heersmink, 2017a). Esta cuestión es especialmente relevante para los sistemas educativos, puesto que a menudo han adoptado la tecnología como medio para la innovación y el progreso sin apenas haber reflexionado sobre sus posibles consecuencias. Tras una descripción de los principios fundamentales de las perspectivas situadas, en el presente trabajo señalo alguna de las dimensiones en relación con la integración de las tecnologías digitales en contextos educativos donde estos enfoques pueden aplicarse. Fundamentalmente analizo cómo el uso de estas tecnologías afecta, tanto positiva como negativamente, a alguno de los procesos cognitivos básicos, en particular, la atención, la memoria y el pensamiento. A la luz de estas reflexiones sugiero algunas ideas en relación con los diseños instruccionales donde integrar estas tecnologías y hago un llamamiento para futuros desarrollos teórico-conceptuales e investigación empírica.Sin financiaciónNo data 2020UE

Integración de las TIC en educación desde la perspectiva de la Mente Extendida (ME): retos y desafíos

La tesis de la Mente Extendida (ME) afirma que los procesos cognitivos no se limitan al espacio físico que se encuentra en el interior de nuestra cabeza. Más bien al contrario, se distribuyen y extienden a lo largo del mundo que nos rodea y con los artefactos que interactuamos. Así, nuestra memoria se extiende cuando acudimos a Google para recuperar información o al orientarnos en un lugar desconocido gracias al navegador. Algunos autores, sin embargo, hacen una llamada a la reflexión sobre las posibles consecuencias negativas que puede acarrear el uso masivo de estas tecnologías sobre nuestra arquitectura cognitiva. En esta comunicación señalaré algunos de esos riesgos, así como posibles retos para la integración de estos artefactos en contextos educativos.Sin financiaciónNo data 2019UE

Do You Want to Learn Physics? Please Play Angry Birds (But With Epistemic Goals)

For some years now, the scientific community has been studying how videogames foster acquisition of mental representations of the world around us. Research to date suggests that the efficiency of videogames as learning tools largely depends on the instructional design in which they are included. This article provides empirical evidence related to the use of the videogame Angry Birds and how it can modify students’ conceptions regarding object motion. We selected a sample of 110 16- to 17-year-old students in postcompulsory secondary school. Both quantitative and qualitative data are provided. Our results show that (a) merely playing Angry Birds does not produce significant learning, (b) learning occurs when Angry Birds is guided by epistemic goals. Students who used the videogame in this way were able to recognize more variables, provide better explanations, and understand more fully the relationship between angle and distance, (c) naïf belief regarding the effect of mass on falling objects (“mass-speed belief”) remained unchanged after using Angry Birds guided either pragmatic or epistemic goals, and (d) there was no significant difference between students who worked collaboratively in pairs and those who worked individually. In the light of these results, we discuss potential implications for the future.Sin financiación3.088 JCR (2020) Q2, 76/265 Education & Educational Research1.050 SJR (2020) Q1, 118/2196 Computer Science ApplicationsNo data IDR 2020UE

Social challenges and actions for thinking and reasoning in the digital age

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J., Gallen, C. L., Skinner, S., Janowich, J. R., Volponi, J. J., Rolle, C. E., Mishra, J., Kornfield, J., Anguera, J. A., & Gazzaley, A. (2019). Closed-loop digital meditation improves sustained attention in young adults. Nature Human Behaviour, 3(7), 746–757. https://doi.org/10.1038/s41562-019-0611-9The ever-evolving digital technology is transforming us in unexpected ways. In the last few decades, almost any dimension of human life is being affected by these devices, from a global perspective (e.g., we can video chat immediately with someone being thousands of kilometers away) to the individual cognitive sphere. For instance, we no longer memorize telephone numbers or instructions to get to a given place; we just trust these artifacts and let them perform more and more actions we used to do by ourselves in the past. This new reality poses profound implications for human nature, particularly for cognitive architecture. There is a growing body of scientific literature highlighting the effects of digital technology over cognitive processes, such as attention, memory, or motivation. However, there is little evidence regarding to what extent technology is related with thinking and reasoning. Is the use of technology enhancing the way we think and reason, and thus making us smarter? Or is it the opposite, and they are taking away from us the cognitive effort we used to conduct ourselves, and thus making us cognitive lazier and brainless. Throughout this chapter, three goals are aimed, namely, (a) depicting the state of the art of the studies regarding the relationship between digital technology and cognition, especially possible changes in the way we think and reason; (b) reflecting about the future envisioned concerning how technology should be aligned with social needs (rather than social needs being deceived to meet the interests of giant companies behind technology design). In doing so, the normative way of thinking and reasoning will be discussed, that is, what is considered the right way to deploy them. Finally, (c) drawing some lines of action to raise awareness. Instead of waiting for a better technological design, specific actions at an individual level to take back control over technology can already be conducted. Social change is happening, it depends on us whether it will be the social change we wish, desire, and deserve, or not.Depto. de Investigación y Psicología en EducaciónFac. de EducaciónTRUEpu

Cómo se utilizan las TIC en el aula? Un estudio sobre las creencias y los usos

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Computers and Education, 51, 1392-1404 doi:10.1016/j.compedu.2008.01.003 • Volman, M., van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and etnic differences in pupils’ use of ICT in primary and secondary education. Computers & Education, 45, 35–55. doi:10.1016/j.compedu.2004.03.001 • Zhao, Y., & Cziko, G. A. (2001). Teacher Adoption of Technology: A Perceptual Control Theory Perspective. Journal of Technology and Teacher Education, 9(1), 5-30. © Education & Psychology I+D+i and Ilustre Colegio Oficial de la Psicología de Andalucía Oriental (Spain)Introduction. Several studies show that one of the essential factors in the way teachers use Information and Communication Technologies (ICT) in their lessons are the beliefs they hold regarding ICT as tools for teaching and learning. This study analyses the relationship between these beliefs and the way teachers use ICT in the classroom through design of a System of Categories for the Analysis of Beliefs about and Uses of ICT. Method. We applied an open-ended questionnaire about beliefs and uses of ICT to 16 teachers of Child and Primary Education and collected 42 activities proposed by them where ICT were crucial. To analyse the answers, we designed a System of Categories for the Analysis of Beliefs about and Uses of ICT, based on three essential dimensions: what teachers said they taught, the psychological processes they activated in their students and the activities or tasks they proposed to achieve that learning. Results. The results indicate that there is a wide gap between the beliefs teachers hold and the way they actually use ICT. While they said that ICT should be used to make learning more student-centred and to foster motivation, most of the activities proposed were aimed at one-directional conveyance of contents, and were neither highly developed nor did they noticeably transform traditional ways of teaching. Conclusions and Discussion. The paper concludes with a few reflections and suggestions about how ICT could really be integrated in the classroom based on a new learning culture.Introducción. Numerosos estudios muestran que un factor clave para explicar la forma en que los docentes usan las Tecnologías de la Información y Comunicación (TIC) en las aulas son las creencias que mantienen en relación con estos dispositivos como herramientas de enseñanza y aprendizaje. Este trabajo analiza la relación entre esas creencias y el uso que hacen los docentes de las TIC en el aula a través del diseño de un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC. Método: Aplicamos un cuestionario de preguntas abiertas sobre creencias y usos de las TIC a 16 docentes de Infantil y Primaria y analizamos 42 actividades propuestas por ellos donde las TIC tuvieran un papel relevante. Para analizar las respuestas, diseñamos un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC, basado en tres dimensiones fundamentales: qué es lo que los profesores dicen enseñar, qué procesos psicológicos activan en sus estudiantes y las tareas o actividades que proponen para alcanzar sus objetivos de aprendizaje. Resultados: Los resultados indican que existe una distancia considerable entre las creencias sostenidas por los profesores y el uso educativo que realmente hacen de las TIC. Mientras que los profesores afirman que las TIC son buenas herramientas para diseñar entornos de aprendizaje significativos centrados en el alumno, la mayoría de las actividades propuestas favorecen formas de enseñanza tradicionales centradas en el contenido. Conclusiones y discusión: El artículo concluye con algunas reflexiones y sugerencias para una verdadera integración de las TIC en el aula basada en una nueva cultura del aprendizaje.The Spanish Ministry of Economy and Competitiveness has supported this research through the Project EDU2013-47593-C2-1-PDepto. de Investigación y Psicología en EducaciónFac. de EducaciónTRUEpu

rESSuME: employability skills social media survey

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(2008), “Toward the employability–link model: current employment transition to future employment perspectives”, Human Resource Development Review, Vol. 7 No. 2, pp. 165-183 • US Department of Education (2010), Employability Skills Framework, US Department of Education, available at: http://cte.ed.gov/employabilityskills/ • Van Iddekinge, C.H., Lanivich, S.E., Roth, P.L. and Junco, E. (2016), “Social media for selection? Validity and adverse impact potential of a Facebook-based assessment”, Journal of Management, Vol. 42 No. 7, pp. 1811-1835 • Vroman, M., Stulz, K., Hart, C. and Stulz (2016), “Employer liability for using social media in hiring decisions”, Journal of Social Media for Organizations, Vol. 3 No. 1, pp. 1-12 • Waring, R.L. and Buchanan, F.R. (2010), “Social networking web sites: the legal and ethical aspects of pre-employment screening and employee surveillance”, Journal of Human Resources Education, Vol. 4 No. 2, pp. 14-23 • Williams, C. (2005), “The discursive construction of the ‘competent’ learner-worker: from key competencies to ‘employability skills’”, Studies in Continuing Education, Vol. 27 No. 1, pp. 33-49 • Williams, S., Dodd, L.J., Steele, C. and Randall, R. (2016), “A systematic review of current understandings of employability”, Journal of Education and Work, Vol. 29 No. 8, pp. 877-901 • Zide, J., Elman, B. and Shahani-Denning, C. (2014), “LinkedIn and recruitment: how profiles differ across occupations”, Employee Relations, Vol. 36 No. 5, pp. 583-604Purpose: This paper presents rESSuME: Employability Skills Social Media SurvEy, which is a tool developed to understand if and how employers screen candidates’ social media (SM) to identify personal employability attributes. In doing so, the purpose of this paper is to shed light into the potential mismatch between the personal purpose of SM and recruiters’ job-related use of this data. Design/methodology/approach: rESSuME maps personal employability attributes to elements of Facebook (FB). It was delivered to 708 employers in the UK and the USA. The 415 completed surveys were statically analysed. Findings: More than 75 per cent of those surveyed use FB to screen most candidates. Loyalty and reliability are the personal attributes employers most search for. They look for personal attributes examining posts, comments and photos. Country and gender differences are also reported. While in the USA, they focus on determining whether candidates have good appearance, in the UK they are more interested in gauging if candidates are reliable. Females are more concerned with establishing whether candidates display common sense than their male counterpart. Originality/value: This work is the first to articulate a rationale and systematic approach to screen candidates’ SMPs to: identify personal employability attributes and systematically map personal attributes to features of FB. Thus, it contributes a novel, systematic and structured tool to do so: rESSuME. It is the largest study with recruiters to date and the first to provide empirical evidence on how candidates’ SMPs are screened: what personal employability attributes do recruiters looked for in SMPs; and what sections and features of FB do recruiters looked at to identify the candidates’ personal employability attributes.Depto. de Investigación y Psicología en EducaciónFac. de EducaciónTRUEpu

Analysis of Content: Information and Communication Technologies Integration in Higher Education

This case study is based on a research conducted in 2014, whose framework is the integration of Information and Communication Technologies as learning tools in educational contexts. During the last decades, the number of works about this topic has increased exponentially, yet some key points of this phenomenon are still unknown, largely as a consequence of the lack of research in natural settings. This study looks carefully at the Content of Learning, the Teacher, and the Students, three main elements in any formal educational context, and analyzes their relation when they are mediated by Information and Communication Technologies. To do this, we decided to conduct a case study based on one teacher who showed high proficiency using Information and Communication Technologies in previous studies, and we observed and analyzed his practice in the classroom. In this case, we describe the whole research process followed, based on the content analysis method, from early stages, when we got just too general ideas, until we developed specific and useful categories of analysis. Additionally, we show some difficulties we found during the research process and propose some tips to face them.Sin financiaciónNo data (2017)UE