Beliefs about educational technology: a view from a preservice teacher biography in school and university

Se presenta una investigación que analiza las creencias sobre tecnología educativa construidas por futuros profesores a lo largo de su historia de vida a través de estudio de casos. Los datos se recogieron a través de entrevistas en profundidad realizadas en dos etapas, la primera, antes de que asuman las prácticas preprofesionales y la segunda, inmediatamente después de las mismas. El trabajo permite recuperar una serie de creencias que se derivan de la biografía. Las conclusiones aluden a la impronta de los procesos biográficos, sobre todo en relación a las creencias construidas en los primeros años de escolarización que no son relativizadas durante la formación inicial. Estas creencias mantienen su vigencia en la formación inicial y predominan sobre los conocimientos adquiridos cuando se llevan adelante actividades de enseñanza. En este trabajo se analiza la biografía escolar y universitaria del caso de Emma.We present a research on beliefs about educational technology built by preservice teachers throughout life story with case study. Data were collected through indepth interviews in two stages, first, before they take the preprofessional practices and second, immediately after them. The work on biographies has allowed identify a variety of beliefs. The conclusions show the importance of the biographical processes, especially in relation to the beliefs constructed in the early years of schooling are not relativized during initial training. These beliefs are still valid in the teacher education process and predominate over the knowledge acquired when teaching activities are carried out. In this paper is analyzed Emma's biography in relation to school and university.peerReviewe

Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education

In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the genderThis study is funded by Proyecto de I + D + i Entornos digitales e identidades de género en la adolescencia (EDIGA), with reference PID2019-108221RB-100, within the framework of the State Program for the Generation of Knowledge and Scientific and Technological Strengthening of the System of R + D + i and of the State Program of R + D + i Oriented to the Challenges of Society, financed by the Ministry of Science, Innovation and Universities of the Government of SpainS

Exploratory study on the use of digital educational resources in mathematics teaching in Portugal

O objetivo desta investigação foi localizar e aferir resultados de publicações relacionadas com a utilização dos Recursos Educativos Digitais (RED) na aprendizagem da matemática, bem como identificar constrangimentos associados à sua utilização. Para dar conta deste objetivo, realizou-se uma revisão sistemática de literatura, no sentido de averiguar o contributo da utilização dos RED no ensino da matemática em Portugal com alunos do 1.º ao 6.º ano de escolaridade. Foram também considerados estudos realizados noutros países para avaliar o contributo destes recursos nos diferentes itens. Ao longo da pesquisa foi possível constatar que em Portugal escasseiam investigações direcionadas para a utilização dos RED no ensino da matemática com alunos desta faixa etária, não foram mesmo encontrados estudos alargados a este território, em geral, as pesquisas encontradas foram elaboradas por docentes em teses de mestrado ou monografias de estágio pedagógico, onde utilizaram amostras algo limitadas referentes a uma ou duas turmas que lecionavam. A maioria dos resultados refere que os alunos se sentem mais motivados e melhoram o aproveitamento quando trabalham com estes recursos, contudo a sua frequência de utilização é bastante escassa e muito limitada. Foram também identificados vários constrangimentos associados à aplicação dos REDThe intention of this research was to locate and measure the results of publications related to the use of Digital Educational Resources (RED) in the learning of mathematics, as well as to identify constraints associated with its use. To account for this objective, a systematic literature review was carried out to investigate the contribution of the use of RED in the teaching of mathematics in Portugal with students from the 1st to 6th year of schooling. Studies conducted in other countries were also considered to evaluate the contribution of these resources to the different items. Throughout the research, it was possible to observe that in Portugal there is a scarce number of investigations directed to the use of RED in the teaching of mathematics with students of this age group, no studies were even found extended to this territory, in general, the research found was elaborated by professors in master's theses or monographs of pedagogical internship, where they used somewhat limited samples referring to one or two classes they taught. Most results state that students feel more motivated and improve their utilization when working with these resources, however their frequency of use is quite low and very limited. A number of constraints associated with the application of REDS

Exploratory study on the use of digital educational resources in mathematics teaching in Portugal

Paulo Renato Silva – Universidade de Santiago de Compostela - 0000-0002-8643-1594Fernando Fraga Varela – Universidade de Santiago de Compostela - 0000-0002-2988-0465Recepción: 16.06.2022 | Aceptado: 25.10.2022Correspondência a través de ORCID: Paulo Renato Silva - 0000-0002-8643-1594Área o categoría del conocimiento: Didática da MatemáticaEditora: Diana Marín Suelves - Universidad de Valencia - ORCID: 0000-0002-5346-8665Revisión por pares abierta: Nerea Rodríguez Regueira - 0000-0002-0364-3357Revisión por pares abierta: Almir Zandoná Júnior - 0000-0001-5198-7456Resumo: O objetivo desta investigação foi localizar e aferir resultados de publicações relacionadas com a utilização dos Recursos Educativos Digitais (RED) na aprendizagem da matemática, bem como identificar constrangimentos associados à sua utilização. Para dar conta deste objetivo, realizou-se uma revisão sistemática de literatura, no sentido de averiguar o contributo da utilização dos RED no ensino da matemática em Portugal com alunos do 1.º ao 6.º ano de escolaridade. Foram também considerados estudos realizados noutros países para avaliar o contributo destes recursos nos diferentes itens. Ao longo da pesquisa foi possível constatar que em Portugal escasseiam investigações direcionadas para a utilização dos RED no ensino da matemática com alunos desta faixa etária, não foram mesmo encontrados estudos alargados a este território, em geral, as pesquisas encontradas foram elaboradas por docentes em teses de mestrado ou monografias de estágio pedagógico, onde utilizaram amostras algo limitadas referentes a uma ou duas turmas que lecionavam. A maioria dos resultados refere que os alunos se sentem mais motivados e melhoram o aproveitamento quando trabalham com estes recursos, contudo a sua frequência de utilização é bastante escassa e muito limitada. Foram também identificados vários constrangimentos associados à aplicação dos RED.Abstract: The intention of this research was to locate and measure the results of publications related to the use of Digital Educational Resources (RED) in the learning of mathematics, as well as to identify constraints associated with its use. To account for this objective, a systematic literature review was carried out to investigate the contribution of the use of RED in the teaching of mathematics in Portugal with students from the 1st to 6th year of schooling. Studies conducted in other countries were also considered to evaluate the contribution of these resources to the different items. Throughout the research, it was possible to observe that in Portugal there is a scarce number of investigations directed to the use of RED in the teaching of mathematics with students of this age group, no studies were even found extended to this territory, in general, the research found was elaborated by professors in master's theses or monographs of pedagogical internship, where they used somewhat limited samples referring to one or two classes they taught. Most results state that students feel more motivated and improve their utilization when working with these resources, however their frequency of use is quite low and very limited. A number of constraints associated with the application of RED.Universidade de Santiago de CompostelaXXIX Jornadas Internacionales Universitarias de Tecnología Educativa - JUTE 202

Digital Competence in Primary Education and the Limits of 1:1 Computing

Almost a decade after the massive incorporation of technology into schools in Galicia, Spain based on 1:1 computing programs, where teachers and students have access to laptop computers, this study explored the effects of technology on the lives of children in situations of socio-cultural and economic exclusion. Three case studies were selected from two research projects. Each case study representing three individuals. These studies were analyzed through an ethnographic approach using in-depth interviews and participant observation. The constant comparative method was used, supported by ATLAS.ti 7 qualitative analysis software. The 1:1 policies excluded the family context and the development of digital competence was heavily dependent on the opportunities provided at school. The results indicated that these policies did not reduce inequality because advanced learning experiences with information and communication technology were not provided at school

Presence of digital Textbook in Galicia (Spain): a statistical-geographic snapshot of the E-DIXGAL Project

El presente artículo analiza el grado de implantación y distribución geográfica de las primeras políticas públicas del libro de texto digital en el sistema educativo de Galicia a partir del Proyecto E-DIXGAL. Esta iniciativa toma como referente el proyecto Abalar, denominación que tiene en Galicia el Plan Escuela 2.0. El análisis se realiza a través de estadísticos descriptivos y de herramientas SIG (Sistemas de Información Geográfica) que permiten identificar los centros beneficiarios de ambos proyectos y su distribución geográfica. Los resultados reflejan la presencia de una triple red de centros con políticas públicas muy diferenciadas: (1) escuelas no-Abalar, (2) escuelas involucradas en el proyecto Abalar no acogidas por E-DIXGAL y, (3) escuelas Abalar acogidas al proyecto E-DIXGAL. Esta situación evidencia una nueva brecha digital en el sistema, que conlleva a la exclusión dentro de una red pública de centros. Además, los resultados muestran un alcance poco significativo del libro de texto digital en el conjunto del sistema educativo.This article analyzes the extent of implementation and geographical distribution of the first public policies of digital textbook in the Galician education system from E-DIXGAL Project. This initiative takes Abalar Project as a reference, which is the Escuela 2.0 Project in Galicia (Spain). The analysis carries out through descriptive statistics and GIS (Geographical Information Systems) which will allow us to identify the beneficiaries of both projects and their geographical distribution. The results show the presence of a triple network of centers with very different public policies: (1) non-Abalar schools, (2) schools involved in Abalar but not in E-DIXGAL, and (3) Abalar schools incorporated in E-DIXGAL Project. This situation makes a new digital divide clear, which involves exclusion inside a public school network. Besides, the results show a lack of significant scope of digital textbook in the education system as a whole.Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM-386

DILEMAS Y DESAFÍOS DE LA TECNOLOGÍA EDUCATIVA EN EL EEES: PERCEPCIONES Y CREENCIAS DE FUTUROS MAESTROS

Resumen:El Espacio Europeo de Educación Superior (EEES) ha sido el marco de referencia para adaptación y revisión de los nuevos Grados universitarios. Después de su implantación nos preguntamos por los cambios que estas nuevas propuestas suponen; parece entonces necesario indagar en la formación de los futuros maestros están recibiendo y cómo se configuran profesionalmente para el ejercicio de la docencia. Este trabajo, enmarcado en un proyecto más amplio, muestra las creencias y percepciones del alumnado del Grado de Maestro de Primaria de la Universidad de Santiago de Compostela sobre el lugar que ocupa la Tecnología Educativa (TE) en su formación. La profundización en esta línea permite comprender la construcción del conocimiento profesional durante la formación inicial. Se trata de una investigación cualitativa basada en un diseño seccional-cruzado que recoge datos en los diferentes cursos del Grado, combinando técnicas como relatos, grupos de discusión y entrevistas en profundidad. El análisis pone de relieve las creencias del alumnado en la línea de la TE, donde señalan carencias tanto en los procesos de enseñanza como de aprendizaje, además de reflejarse contradicciones entre lo establecido en los planes de estudios y lo realmente llevado a la práctica. Se describe de forma clara un contexto poco propicio para desarrollar los cambios que subyacen a las nuevas propuestas. Abstract:The European Higher Education Area (EHEA) has been the last frame of reference for the adaptation and revision of the new university degrees. After its implementation is important to explore the changes that this new proposal suppose. It is necessary to inquire into how the training of future teachers is working and how they are configured professionally for the exercise of teaching. This work, framed within a larger project, shows the beliefs and perceptions of the students of the Primary Teacher's Degree of the University of Santiago de Compostela about the place of Educational Technology in training. The deepening in this line allows to understand the construction of the professional knowledge during the initial stage of training. It is a qualitative research that gathers data through the different courses of the degree, combining complementary qualitative techniques as stories, discussion groups and in-depth interviews. The analysis highlighted the students' beliefs in the line of Educational Technology, pointing out deficiencies in both teaching and learning processes, as well as contradictions between what was established and what was really put into practice. It clearly describes an unfavorable context to develop the changes promoted by the new proposals

Dilemmas and Challenges of Educational Technology in the EHEA: Perceptions and beliefs of future teachers

El Espacio Europeo de Educación Superior (EEES) ha sido el marco de referencia para adaptación y revisión de los nuevos Grados universitarios. Después de su implantación nos preguntamos por los cambios que estas nuevas propuestas suponen; parece entonces necesario indagar en la formación de los futuros maestros están recibiendo y cómo se configuran profesionalmente para el ejercicio de la docencia. Este trabajo, enmarcado en un proyecto más amplio, muestra las creencias y percepciones del alumnado del Grado de Maestro de Primaria de la Universidad de Santiago de Compostela sobre el lugar que ocupa la Tecnología Educativa (TE) en su formación. La profundización en esta línea permite comprender la construcción del conocimiento profesional durante la formación inicial. Se trata de una investigación cualitativa basada en un diseño seccional-cruzado que recoge datos en los diferentes cursos del Grado, combinando técnicas como relatos, grupos de discusión y entrevistas en profundidad. El análisis pone de relieve las creencias del alumnado en la línea de la TE, donde señalan carencias tanto en los procesos de enseñanza como de aprendizaje, además de reflejarse contradicciones entre lo establecido en los planes de estudios y lo realmente llevado a la práctica. Se describe de forma clara un contexto poco propicio para desarrollar los cambios que subyacen a las nuevas propuestas.The European Higher Education Area (EHEA) has been the last frame of reference for the adaptation and revision of the new university degrees. After its implementation is important to explore the changes that this new proposal suppose. It is necessary to inquire into how the training of future teachers is working and how they are configured professionally for the exercise of teaching. This work, framed within a larger project, shows the beliefs and perceptions of the students of the Primary Teacher's Degree of the University of Santiago de Compostela about the place of Educational Technology in training. The deepening in this line allows to understand the construction of the professional knowledge during the initial stage of training. It is a qualitative research that gathers data through the different courses of the degree, combining complementary qualitative techniques as stories, discussion groups and in-depth interviews. The analysis highlighted the students' beliefs in the line of Educational Technology, pointing out deficiencies in both teaching and learning processes, as well as contradictions between what was established and what was really put into practice. It clearly describes an unfavorable context to develop the changes promoted by the new proposals.Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM386

Perfeccionismo, auto-apresentação e ansiedade na competição desportiva e na prática de exercício: estudo exploratório com atletas de competição e praticantes de exercício

Esta investigação exploratória procurou analisar o padrão de relações entre perfeccionismo, ansiedade física e social, percepção de ameaça e auto-apresentação em atletas de competição (taekwondo e kickboxing) e em praticantes regulares de exercício. Participaram no estudo 107 indivíduos de ambos os sexos, com idades compreendidas entre os 14 e os 38 anos, envolvidos em competições oficiais de “taekwondo” (N=42), “kickboxing” (N=20) e na prática de exercício em “health clubs” ou ginásios (N=47). Foram administradas versões traduzidas e/ou adaptadas dos seguintes instrumentos: a) Escala Multidimensional de Perfeccionismo no Desporto (Dunn e tal., 2002); b) Questionário de Auto-Apresentação (Gammage et al., 2003); c) Escala de Ansiedade no Desporto e Actividade Física (Norton et al., 2004); d) Escala de Percepção de Ameaça (Cruz, 1996). Os resultados sugerem moderadas a fortes relações entre todas dimensões do perfeccionismo, diferentes medidas da ansiedade (competitiva, física e social) e diferentes dimesões da auto-apresentação (construção da impressão e motivação para a impressão). Foram também evidentes diferenças significativas em função do grupo (competição vs exercício)

Digital technology and teacher professional development: challenges and contradictions in compulsory education

The aim of this article is to explore the role of teacher professional development (TPD) in relation to two experiences involving digital technology. Both studies were conducted at a single combined primary and secondary school and involved a total of 727 students. The first study consisted of an ex post facto analysis of attempts to improve student perception of the risks associated with inappropriate use of technology, while the second examined the possible benefits of gamified learning on mathematical fluency using a pre-test/post-test approach. The results reveal the lack of TPD in relation to both experiences, with teachers unable to overcome problems related to technology use and risk perception in the first case, and relegated to the role of mere implementers of an automated learning software product in the second. The conclusions highlight the contradiction between the image of technological innovation in schools and the reality of stasis in teaching practice, as well as the need for further research to assess and promote more effective TPDS