Experiencia universitaria sobre las funciones del educador/a social con tecnologías 2.0.

López-Meneses, Eloy; García, Vicente Jesús Llorent; Márquez, Esther Fernández

doi:10.21556/edutec.2013.43.333

Cited by 3 publications

(3 citation statements)

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“…The ICT and emerging technologies offer to the service of education diverse digital tools that tend to change the traditional paradigm of the teaching-learning process. Thus, the development of virtual worlds integrated with other teaching tools such as Blended-Learning, Mobile-Learning, Flipped Classroom and social networks, among others, It opens a myriad of possibilities for face-to-face, virtual and distance teaching, thus enabling a greater approach to the student and teacher to new educational proposals, approaching what has come to be called dynamic and interactive education [29,30,31] and an extensive dissertation on its implications in higher education [32,33].…”

Section: Resultsmentioning

confidence: 99%

Virtual World as a Resource for Hybrid Education

Díaz

Saldaña

Ávila

2020

Int. J. Emerg. Technol. Learn.

183

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The virtual worlds in the educational environment, have opened new possibilities to innovation in the teaching-learning process, where the flexibility of access to information inside or outside the classroom through an avatar, tends to a paradigm shift in education traditional, in terms of the way of transmitting and acquiring knowledge through technological means. In this sense, an investigation was carried out on the design, development and use of a metaverse as a digital tool of didactic support to students of the Faculty of Systems Engineering of the University of Cundinamarca, with a view to establishing its viability to be implemented in a course of mathematics and demonstrate the possibilities offered by this type of resource to motivate the student in his training. The metaverse design included various ICT tools, thereby promoting self-learning and collaborative learning. Finally, it was evaluated what was the appreciation of a group of students against their interaction with the metaverse, which validated its usefulness and functionality inside and outside the classroom.

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Section: Resultsmentioning

confidence: 99%

Virtual World as a Resource for Hybrid Education

Díaz

Saldaña

Ávila

2020

Int. J. Emerg. Technol. Learn.

183

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“…In addition, there are advantages of simulation in a virtual world contributing to cyberculture's own knowledge and learning, as [12] points out, where the visual aspect and the possibility of change in real time through the action of avatars, It is a great aid to short-term memory by amplifying imagination, individual and collective intelligence Virtual Worlds and Emerging Technologies Emerging technologies offer various pedagogical tools [13] at the service of education, which tend to change the traditional paradigm of the teaching-learning process within the classroom. Thus, the development of virtual worlds integrated with teaching tools such as Blended-Learning, Mobile-Learning and the Flipped Classroom, among others, all belonging to emerging technologies and pedagogy respectively, open up endless possibilities for face-to-face, virtual and distance teaching, thus enabling a greater approach to the student and teacher to new educational proposals [14], [15]. Consequently, one aspect to consider regarding the management of virtual worlds is that it provides the student with a new study tool that integrates mobile technology and learning platforms, enabling the teacher to use new teaching methods and means.…”

Section: Characteristics Of a Virtual Worldmentioning

confidence: 99%

Virtual World as a Complement to Hybrid and Mobile Learning

Díaz

2020

Int. J. Emerg. Technol. Learn.

117

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Virtual worlds in higher education have opened new possibilities for innovation in the teaching-learning process. In this sense, the description of the integration of this emerging technology with hybrid and mobile learning models is presented, which seeks to streamline and make flexible the access to information to the student and teacher inside and outside the classroom, intending that pedagogical didactics were more inclusive and participatory. With this in mind, a virtual world was developed as a digital tool for teaching support to students and teachers of the Faculty of Systems Engineering of the University of Cundinamarca, with a view to establishing its viability to be implemented and to demonstrate its potential as an academic resource that motivates students in their training and the teacher to develop new digital skills and competences.

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“…A triangulation of methods is employed [36][37][38][39][40]. Virtual ethnography is afforded [41][42][43][44], and a literature review [35] and an analysis of content with qualitative grills and word clouds is conducted [45][46][47][48][49][50][51][52][53][54][55][56]. One researcher (digital ethnologist) was used to collect information, which ensured that the methods that were to be triangulated were always used in the same way in all observations.…”

Section: Methodsmentioning

confidence: 99%

Edutuber and Gender in STEM

Amorós-Poveda,

Bernárdez-Gómez

2023

Education Sciences

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The gender gap in the field of STEM (Science, Technology, Engineering and Mathematics) is nothing new. Recent research warns of this through programs and initiatives that use Information and Communication Technology (ICT) as a resource to reduce this gap. However, new questions and some areas of concern are arising out of the mass use of digital repositories. The possibility of consuming and producing video (prosumers) in these digital ecosystems brings to light the prejudices and stereotypes in these fields through their content. Considering the YouTube repository, this research analyses the edutubers on 81 STEM channels from a gender perspective in 190 immersions. Through a critical approach, oriented towards change for social transformation, an exploratory and descriptive paper has been written. It employs a mixed quantitative–qualitative method. The results are described in the form of four descriptive grids about edutuber environments where an evident gender gap in the STEM edutubers can be observed, and guidelines are subsequently outlined to attempt to eliminate it. It is concluded that the educational resources offered by YouTube are popular and have a significant impact on the young population, but these resources inherit past behaviours that also entail a new risk associated with the use of ICT.

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Experiencia universitaria sobre las funciones del educador/a social con tecnologías 2.0.

Cited by 3 publications

References 0 publications

Virtual World as a Resource for Hybrid Education

Virtual World as a Resource for Hybrid Education

Virtual World as a Complement to Hybrid and Mobile Learning

Edutuber and Gender in STEM

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