Some Guidance on Conducting and Reporting Qualitative Studies

This paper sets out to address the problem of the imbalance between the number of quantitative and qualitative articles published in highly ranked research journals, by providing guidelines for the design, implementation and reporting of qualitative research. Clarification is provided of key terms (such as quantitative and qualitative) and the interrelationships between them. The relative risks and benefits of using guidelines for qualitative research are considered, and the importance of using any such guidelines flexibly is highlighted. The proposed guidelines are based on a synthesis of existing guidelines and syntheses of guidelines from a range of fields

Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015

International audienceWhat is the role of a journal? Is it to follow the research or lead it? For the former, it is to serve as an archival record of the scholarship in a field. It can serve to permit the research community to engage with each other via the written record. But, for the latter, it can serve the research community by pointing out gaps in the research based on the archival record. This review is intended to do just that

Procesos pedagógicos y uso de tecnología en el aula

Computer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring and gradual deepening of subject content, the strengthening of collaboration processes, the diversification of learning environments and increased student participation.Los soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil

Silent collaboration with large groups in the classroom

Synchronous collaboration with large groups in a classroom requires coordination and communication mechanisms that allow students to contribute towards achieving a common goal. This paper presents an application based on an Interpersonal Computer with a shared display that promotes synchronous, non-verbal (silent) collaboration with large groups in a classroom.This work was funded by CONICYT-FONDECYT 1120177, TIN2011-28308-C03-01, S2009/TIC-1650, and the postdoctoral fellowship Alianza 4 Universidades.Publicad

Understanding the role of mobile ad hoc networks in non-traditional contexts

With the rapid development of short-range wireless technology new venues to apply it in more sophisticated, complex, and dynamic environments have been opened. Nevertheless, the applicability of such technology in nontraditional settings like face-to-face encounters and disaster relief environments, remains unclear. This article describes a research effort aimed to narrow that gap by means of using two non-traditional settings as case studies; face-to-face encounters among unacquainted people and first responders in urban disaster relief environments. Among the results obtained are: a) interactions among unacquainted people may be promoted, though the level of interaction becomes easily constrained due to the current state of RF technology and the design of the experiments, and b) it is feasible to obtain a reliable communication platform for first responders operating in disaster relief missions. These results supports the idea that short-range wireless technology may play both a facilitator and a promoter role in face-to-face contexts, and at least a facilitator role in the case of users co-located in highly dynamic contexts.8th IFIP/IEEE International conference on Mobile and Wireless CommunicationRed de Universidades con Carreras en Informática (RedUNCI

Un ambiente para especificar aplicaciones pedagógicas de aprestos matemáticos

El presente trabajo, trata acerca de la implementación de un modelo de desarrollo de Sistemas Tutoriales Inteligentes (ITS) que se basa en emplear reutilización a nivel de conocimiento, encapsulándolo bajo la forma de estructuras1, sobre las cuales un educador le adiciona nuevo conocimiento por medio de un editor de alto nivel. Se generan actividades de entrenamiento para el alumno, y se realiza una autorregulación para ajustarse a sus necesidades. Particularmente el prototipo consiste en un sistema para la adquisición del concepto de número en preescolares, utilizando aprestos matemáticos por medio de computador. Se distinguen tres tipos de usuario: el experto, de quien se “extraen” las estructuras; el profesor, que aporta contenido instruccional a las estructuras definidas por el experto, y el alumno, quien usa el ambiente de simulación para realizar su entrenamiento, monitoreado por el sistema experto. El prototipo usa reglas parametrizadas, y está desarrollado para plataforma PC en Visual Basic. Consta de los siguientes módulos: Edición de Contenidos, Definición de Actividades, el Simulador y un Módulo Habilitador. Se deja indicado en el diseño de la arquitectura además, la existencia de un Módulo de Afinamiento de Parámetros, y otro de Analisis de Resultados. Se trata de demostrar que un profesor no necesita tener grandes conocimientos de computación para generar un ITS dentro de un dominio específico, siendo las principales fortalezas de esta herramienta su flexibilidad y sencillez. Esta basado en los paradigmas instruccionista y constructivista, empleando lo lúdico para capturar la atención del alumno.Eje: Ateneo de profesores universitarios de computaciión. Informática educativaRed de Universidades con Carreras en Informática (RedUNCI

Un ambiente para especificar aplicaciones pedagógicas de aprestos matemáticos

El presente trabajo, trata acerca de la implementación de un modelo de desarrollo de Sistemas Tutoriales Inteligentes (ITS) que se basa en emplear reutilización a nivel de conocimiento, encapsulándolo bajo la forma de estructuras1, sobre las cuales un educador le adiciona nuevo conocimiento por medio de un editor de alto nivel. Se generan actividades de entrenamiento para el alumno, y se realiza una autorregulación para ajustarse a sus necesidades. Particularmente el prototipo consiste en un sistema para la adquisición del concepto de número en preescolares, utilizando aprestos matemáticos por medio de computador. Se distinguen tres tipos de usuario: el experto, de quien se “extraen” las estructuras; el profesor, que aporta contenido instruccional a las estructuras definidas por el experto, y el alumno, quien usa el ambiente de simulación para realizar su entrenamiento, monitoreado por el sistema experto. El prototipo usa reglas parametrizadas, y está desarrollado para plataforma PC en Visual Basic. Consta de los siguientes módulos: Edición de Contenidos, Definición de Actividades, el Simulador y un Módulo Habilitador. Se deja indicado en el diseño de la arquitectura además, la existencia de un Módulo de Afinamiento de Parámetros, y otro de Analisis de Resultados. Se trata de demostrar que un profesor no necesita tener grandes conocimientos de computación para generar un ITS dentro de un dominio específico, siendo las principales fortalezas de esta herramienta su flexibilidad y sencillez. Esta basado en los paradigmas instruccionista y constructivista, empleando lo lúdico para capturar la atención del alumno.Eje: Ateneo de profesores universitarios de computaciión. Informática educativaRed de Universidades con Carreras en Informática (RedUNCI

Teaching processes and technology use in the classroom

Computer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring and gradual deepening of subject content, the strengthening of collaboration processes, the diversification of learning environments and increased student participation.</p

Understanding the role of mobile ad hoc networks in non-traditional contexts

With the rapid development of short-range wireless technology new venues to apply it in more sophisticated, complex, and dynamic environments have been opened. Nevertheless, the applicability of such technology in nontraditional settings like face-to-face encounters and disaster relief environments, remains unclear. This article describes a research effort aimed to narrow that gap by means of using two non-traditional settings as case studies; face-to-face encounters among unacquainted people and first responders in urban disaster relief environments. Among the results obtained are: a) interactions among unacquainted people may be promoted, though the level of interaction becomes easily constrained due to the current state of RF technology and the design of the experiments, and b) it is feasible to obtain a reliable communication platform for first responders operating in disaster relief missions. These results supports the idea that short-range wireless technology may play both a facilitator and a promoter role in face-to-face contexts, and at least a facilitator role in the case of users co-located in highly dynamic contexts.8th IFIP/IEEE International conference on Mobile and Wireless CommunicationRed de Universidades con Carreras en Informática (RedUNCI