Teachers in a world of information: Detecting false information

The media have advanced rapidly in recent years, bringing with them new challenges, such as the need to acquire adequate training to be successful in today’s global world. Since anyone can participate in public media communication, misinformation is an element that shapes today’s society. This article focuses on the extent to which Czech teachers believe fake news and conspiracy theories. We conducted an online survey with a total of 2,155 teachers from all regions of the Czech Republic. The teachers assessed a total of 34 statements divided into three thematic groups: statements related to the European Union, statements related to the Covid-19 disease pandemic and statements focusing on well-known historical, cultural and social phenomena. More than half (61.14%) of Czech teachers were able to correctly judge the truthfulness of statements. Nevertheless, 15.59% of Czech teachers admit that they are not able to assess the statements in a relevant way, and only 10.41% believed some of the fake news or conspiration theories.O2 Czech Republic (contract research

School dropouts in Spain: A systematic review

Dropout is a phenomenon that is unfortunately occurring worldwide and is of increasing concern to authorities. It is a reality that quality indicators in many models are affected by the number of students who drop out of school at higher levels. However, this is not only reflected at the educational level, but also affects the social and personal development of young people. The analysis of school dropout among young Spaniards is a topic of interest due to the repercussions it generates in social, personal, and institutional spheres. The objectives of this study were to analyse how many studies have been published on the subject since 2010, locating the selected articles in areas of knowledge and studying the institutions where the research has been carried out. On the other hand, it has been observed how many studies have been focused on the search for the reasons that lead to high dropout rates and the main factors. Finally, an attempt has been made to analyse how many of them are aimed at solving the problem and preventing early school leaving in primary education in order to avoid drop-out at higher levels, by examining the proposals established to reduce the problem. In order to achieve the proposed objectives, a systematic review was carried out with the aim of carrying out a rigorous analysis of the existing and relevant scientific literature on the subject. After applying various exclusion and inclusion criteria, eliminating duplicate records and analysing the works in depth, 28 articles were selected. The results suggest that, currently, despite the problems caused by early school leaving, it is not a subject that has been widely studied and that the main causes are due to educational and social reasons. In the same context, of the articles selected, only 12 present different proposals for the prevention of early school leaving. In the light of the above, it is necessary to look more deeply into the nature of early school leaving in Spanish institutions

Active methodologies and ICT to prevent bullying. Main study background and contributions

El acoso escolar es un problema generalizado que ha originado gran alarma social en los últimos años debido a los graves efectos que causa en los niños. En el contexto educativo es una de las expresiones más comunes de la violencia entre compañeros junto con el ciberacoso. El objetivo de esta investigación ha sido analizar la producción científica sobre la prevención del acoso escolar a través de metodologías activas y el uso de las TIC en contextos educativos formales. Este trabajo deriva de un proyecto de investigación financiado a través del Ministerio de Ciencia, Innovación y Universidades (FPU18/00676) y es el resultado de un estudio bibliométrico, en el que se han analizado diversos artículos de actualidad mediante la aplicación de diferentes indicadores. Los resultados ponen de manifiesto que la productividad científica sobre esta temática ha proliferado en los últimos años, lo que permite entrever la relevancia concedida a estas cuestiones en la comunidad científica. Entre las conclusiones de este trabajo cabe destacar las ventajas del uso de la gamificación y la utilización de aplicaciones digitales tipo Kahoot o de elaboración de cómics digitales, que permitan a los estudiantes poder simular experiencias que se producirían en el mundo real con el fin de desarrollar nuevas capacidades, autorreflexión crítica y una mayor concienciación del problema. De la misma forma, que resulta imprescindible que los docentes a través de la utilización de estas estrategias didácticas promuevan el protagonismo del alumnado, sus expectativas hacia el aprendizaje, así como la prevención de conductas de intimidación.Bullying is a widespread problem that has caused great social alarm in recent years because of its serious effects on children. In the educational context it is one of the most common expressions of peer violence along with cyber-bullying. The aim of this research has been to analyse the scientific production about the prevention of school bullying through active methodologies and the use of ICTs in formal educational contexts. This study derives from a research project financed through the Ministry of Science, Innovation and Universities (FPU18/00676) and is the result of a bibliometric study, in which various current articles have been analysed through the application of different indicators. The results show that scientific productivity on this subject has proliferated in recent years, which gives a glimpse of the relevance given to these issues in the scientific community. Among the conclusions of this work, the advantages of the use of gamification and the use of digital applications such as Kahoot or digital comics, which allow students to simulate experiences that would occur in the real world in order to develop new skills, critical self-reflection and greater awareness of the problem, should be highlighted. In the same way, it is essential that teachers, through the use of these teaching strategies, promote the students' protagonism, their expectations towards learning, as well as the prevention of bullying behaviour among peers.Ministry of Science, Innovation and Universities FPU18/0067

The development of information literacy in early childhood education teachers. A study from the perspective of the education center's character

The development of the digital competence is one of the current challenges of the educational community. Specifically, the area of information literacy is presented as a main pillar for the subsequent optimal development of a digital teaching competence. Based on this, the present article aims to evaluate the area of information literacy in practicing teachers from Early Childhood Education (N=57). A descriptive and inferential quantitative analysis was made for this piece of work in order to analyze the perceptions of the teachers towards this area, the accomplishment of the t-student test for the comparison of means between teachers of public and private with state-funded financial support centers and the application of a linear regression model that allows to predict the information literacy through the variable “education center”. The results obtained reflected an optimal level of perceptions as for the information area, regardless of the type of school, as well as the possible prediction, regarding the school typology, of some information literacy variablesPeer Reviewe

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.This study is financed by the Teaching Training and Information Plan of the University of Granada. FIDOugr Plan 2018-2020, in the program of Innovation and Good Teaching Practices. Code: 19-43

Virtual Reality in Physical Education area

La Realidad Virtual ha irrumpido en diversos ámbitos de la sociedad con gran ímpetu desde hace ya algunos años. Actualmente son cada vez más frecuentes los casos en los que se aplica esta tecnología a la educación, ya que es capaz de ofrecer multitud de posibilidades sin tener que cambiar el contexto real que nos rodea. Debido al interés creciente de esta temática, el presente trabajo tiene como objetivo analizar la producción científica en Scopus sobre la Realidad Virtual aplicada al área de Educación Física desde el inicio de las producciones hasta la actualidad. Para ello, se ha utilizado la metodología propia de los estudios bibliométricos, estableciendo en primer lugar las palabras clave, para seguir con el análisis de siete variables basadas en otros estudios del mismo tipo: procedencia de los archivos, autores e instituciones más prolíficas, países con más producción, tipos de publicaciones y las más citadas, y conexión de descriptores. Entre los resultados destaca un interés creciente en los últimos años por esta área temática con un punto álgido en el 2017. Lo que indica que estamos ante un tema con previsiones de seguir avanzando y creciendo en lo que a producción científica se refiere.Virtual Reality has broken into various areas of society with great impetus for some years now. Nowadays, this technology is increasingly applied to education, as it is capable of offering a multitude of possibilities without having to change the real context that surrounds us. Due to the growing interest in this subject, this work aims to analyze the scientific production in Scopus on Virtual Reality applied to the area of Physical Education from the beginning of the productions until today. For this, the methodology of bibliometric studies has been used, first establishing the key words, to continue with the analysis of seven variables based on other studies of the same type: origin of files, authors and institutions more prolific, countries with more scientific production, types of publications and the most cited ones, and connection of descriptors. Among the results, there has been a growing interest in this thematic area in recent years, with a peak in 2017. This indicates that we are dealing with a subject with forecasts of continuing to advance and grow in terms of scientific production

Metodologías activas y TIC para prevenir el acoso escolar. Principales antecedentes de estudio y contribuciones

Bullying is a widespread problem that has caused great social alarm in recent years because of its serious effects on children. In the educational context it is one of the most common expressions of peer violence along with cyber-bullying. The aim of this research has been to analyse the scientific production about the prevention of school bullying through active methodologies and the use of ICTs in formal educational contexts. This study derives from a research project financed through the Ministry of Science, Innovation and Universities (FPU18/00676) and is the result of a bibliometric study, in which various current articles have been analysed through the application of different indicators. The results show that scientific productivity on this subject has proliferated in recent years, which gives a glimpse of the relevance given to these issues in the scientific community. Among the conclusions of this work, the advantages of the use of gamification and the use of digital applications such as Kahoot or digital comics, which allow students to simulate experiences that would occur in the real world in order to develop new skills, critical self-reflection and greater awareness of the problem, should be highlighted. In the same way, it is essential that teachers, through the use of these teaching strategies, promote the students' protagonism, their expectations towards learning, as well as the prevention of bullying behaviour among peers.El acoso escolar es un problema generalizado que ha originado gran alarma social en los últimos años debido a los graves efectos que causa en los niños. En el contexto educativo es una de las expresiones más comunes de la violencia entre compañeros junto con el ciberacoso. El objetivo de esta investigación ha sido analizar la producción científica sobre la prevención del acoso escolar a través de metodologías activas y el uso de las TIC en contextos educativos formales. Este trabajo deriva de un proyecto de investigación financiado a través del Ministerio de Ciencia, Innovación y Universidades (FPU18/00676) y es el resultado de un estudio bibliométrico, en el que se han analizado diversos artículos de actualidad mediante la aplicación de diferentes indicadores. Los resultados ponen de manifiesto que la productividad científica sobre esta temática ha proliferado en los últimos años, lo que permite entrever la relevancia concedida a estas cuestiones en la comunidad científica. Entre las conclusiones de este trabajo cabe destacar las ventajas del uso de la gamificación y la utilización de aplicaciones digitales tipo Kahoot o de elaboración de cómics digitales, que permitan a los estudiantes poder simular experiencias que se producirían en el mundo real con el fin de desarrollar nuevas capacidades, autorreflexión crítica y una mayor concienciación del problema. De la misma forma, que resulta imprescindible que los docentes a través de la utilización de estas estrategias didácticas promuevan el protagonismo del alumnado, sus expectativas hacia el aprendizaje, así como la prevención de conductas de intimidación

Narrative-based learning using mobile devices

Purpose: The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies. Design/methodology/approach: A study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal–Wallis H test. Findings: The results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices. Originality/value: The conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices.Funding for open access charge: Universidad de Málaga / CBU

Bibliometric analysis on Educational Inspection in the Web of Science database

La Inspección Educativa es un organismo que vela por la calidad de la enseñanza y está regulada por las leyes de educación. Considerada como un eje fundamental de los procesos de enseñanza y aprendizaje. El objetivo de este estudio fue identificar toda la producción científica existente sobre este tema en la base de datos WoS. Este estudio se ha centrado en el rendimiento, la relevancia conceptual y evolución de la producción sobre este tema tan importante para la educación. Para ello se ha realizado un estudio bibliométrico a base de técnicas de rastreo analítico y de cuantificación documental mediante una evaluación de rendimiento, análisis de producción científica de los autores y creación de mapas de ciencia, identificando la evolución conceptual del objeto de estudio en un marco longitudinal de un total de 369 documentos. Los resultados muestran que la evolución temática del campo de estudio no se encuentra definida, aunque se vislumbra una tendencia gracias a las investigaciones surgidas en el segundo periodo analizado, comprendido entre los años 2011 y 2015, que es la etapa más productiva en el número de investigaciones sobre esta temática. Se concluye que el objeto investigado empieza a ser de interés por parte de la comunidad educativa, gracias al relieve que está suscitando por parte de la comunidad científicaThe Educational Inspection is a body that oversees the quality of education and is regulated by education laws. It is considered a fundamental axis of the teaching and learning processes. The purpose of this paper was to identify all the existing scientific production on this topic in the WoS database. This study has focused on the performance, conceptual relevance and evolution of production on this very important subject for education. For this purpose, a bibliometric study has been carried out based on analytical tracking techniques and documentary quantification by means of an evaluation of performance, analysis of the scientific production of the authors and creation of science maps, identifying the conceptual evolution of the object of study in a longitudinal framework of a total of 369 documents. The results show that the thematic evolution of the field of study is not defined, although a trend can be seen thanks to the research carried out in the second period analysed, between 2011 and 2015, which is the most productive stage in the number of researches about this subject. It is concluded that the object researched is beginning to be of interest to the educational community, thanks to the importance it is raising on the part of the scientific communit

Digital literacy and the use of augmented reality in teaching science in Secondary Education

Hoy día la tecnología ocupa un lugar destacado en la sociedad, por lo que es fundamental para desenvolverse en ella con éxito tener adquirida la competencia digital. Los docentes deben desarrollarla de forma adecuada para que su labor educativa sea eficaz y para poder transmitirla a su alumnado. Un ejemplo del uso de la tecnología en educación que se encuentra en auge es la utilización didáctica de la Realidad Aumentada, que ofrece al área de las ciencias una gran cantidad de posibilidades para facilitar el proceso de enseñanza-aprendizaje. El objetivo que se plantea en el presente estudio es conocer la incidencia de la competencia digital en el empleo de la realidad aumentada como recurso didáctico en la impartición de clases relacionadas con las ciencias. El método utilizado es de tipo cuantitativo no experimental, de corte descriptivo, correlacional y con carácter predictivo. La recogida de datos se ha llevado a cabo mediante un cuestionario ad hoc sobre competencia digital docente y realidad aumentada, con diferentes niveles de respuesta. Los resultados muestran que la realidad aumentada es un recurso que ha sido usado por parte de los docentes que imparten ciencias, presentando estos un nivel de competencia digital medio. Se concluye afirmando que los docentes que utilizan la realidad aumentada presentan más competencia digital que aquellos que no lo usan.Today, technology is a major issue in society, so it is essential to have acquired digital competence in order to be successful in it. An example of the growing use of technology in education is the didactic use of Augmented Reality, which offers the area of science a wealth of possibilities to facilitate the teaching-learning process. The aim of this study is to understand the impact of digital competence on the use of augmented reality as a teaching resource in science-related classes. The method used is quantitative, non-experimental, descriptive, correlational and predictive. The data collection has been carried out through an ad hoc questionnaire on digital teaching competence and augmented reality with different levels of response. The results show that augmented reality is a resource that has been used by teachers teaching science, presenting them with an average level of digital competence. We conclude by stating that teachers who use augmented reality are more digitally competent than those who do not.