Estudio sobre la formación en TICs en los centros de día de personas mayores de Andalucía: análisis desde la perspectiva de género

Lucena, María Angustias Hinojo; Montoro, Miriam Ágreda; García, Antonio Manuel Rodríguez

doi:10.30827/eticanet.v17i1.11916

Cited by 1 publication

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“…Applying a monitoring method with these technological tools leads to an increase in students' motivation. Firstly, because it allows for more direct interaction between the teacher and the student, so that closer ties are established and this encourages a relaxed learning environment, in which interest and increased motivation prevail (Hinojo-Lucena et al, 2017;Pozo-Sánchez et al, 2020a). This relationship between teacher and student also allows for an improvement in the student's own relationship with the content, with the development and promotion of their autonomy in learning (Martín-Roda and Sassan-Luiz, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Since current methodological trends in teaching-learning have a constructivist approach based on teacher-led interaction in the classroom, there is talk of peer learning in a context of guided cooperative interaction. And for this there are within the ICT applications, tools that facilitate this cooperative work (Hinojo-Lucena et al, 2017;Pozo-Sánchez et al, 2020a).…”

Section: The Use Of the Google Drive Application In Cooperative Learningmentioning

confidence: 99%

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WhatsApp and Google Drive Influence on Pre-service Students’ Learning

et al. 2020

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The use of technology and all that it entails, such as applications and social networks, has led to a transformation of education in all aspects. Communication and the monitoring of training processes are being transformed through these new elements gradually incorporated into the classrooms. The aim of the study is to analyze the impact of WhatsApp and Google Drive on the monitoring of training practices among preservice students using a traditional, face-to-face methodology. A quasi-experimental design was carried out on a sample of 123 Spanish pre-service students. The data were collected by means of a questionnaire. The results show that the follow-up of external practices of future teachers using WhatsApp and Google Drive is effective in comparison with the face-to-face follow-up, although no significant differences are shown in the students' grades. Conclusions show that applying a monitoring method with these technological tools leads to an increase in students' motivation mainly as it allows a more direct interaction between the teacher and the student. It is important to select the monitoring method and the target student in the didactic development. Hence, these educational applications enable active learning where the learner is the main protagonist and can be supported and monitored.

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Section: Discussionmentioning

confidence: 99%

Section: The Use Of the Google Drive Application In Cooperative Learningmentioning

confidence: 99%