Familia Y Escuela Ante La Incorporación De Las Tecnologías De La Información Y La Comunicación

Pagán, Javier Ballesta; Máiquez, María del Carmen Cerezo

doi:10.5944/educxx1.14.2.248

Cited by 21 publications

(18 citation statements)

References 2 publications

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“…In turn it should be noted that "parents without studies" are those who consider less important (12.2%) such incorporation into the current educational system. In contrast to university students who only 1.8% do not consider it (Ballesta & Cerezo, 2011). In counterpart, the results of the research showed that 6.49% said they strongly disagree with the use of ICTs in youths, while 35% said that they are neutral among the nor-acceptance or acceptance of the use and 27.7% say they agree.…”

Section: Discussionmentioning

confidence: 65%

How Does the Use of ICTs Affect Family Relationships? A Quantitative Approach

Arias¹,

Avendaño²,

Sanchez³

et al. 2017

GJHS

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Modern societies are increasingly globalized, where information and communication technologies (ICTs) play a fundamental role in every aspect of daily life: from the social, family, labor, among others. Every day more people who without distinguishing age and gender are seen in the need and desire to have at least one technological device. Objective: To examine the impact of using ICTs in the family relations of the residents of Medellín city. Methodology: exploratory-descriptive research through a quantitative methodological design, a non-probabilistic sampling by criterion was made, where 77 people were selected. Data were collected through a questionnaire type survey with closed questions in a virtual way during 3 Months. Results: among the results, 73.4% of responders suggest that there is no adequate supervision of adults to guide children and adolescents to establish a critical position on these contents. On the other hand, the most valued resources are the mobile device and computer for the possibilities of communication between relatives that are far way and for being means to improve the educational and labor processes. Conclusion: studies around ICTs and their impacts have grown significantly, which it ratifies the importance of the topic. It is imperative that parents stop seeing ICTs as a distant entity, and try to be at the forefront of the uses of the same by children, to generate effective control in the training processes within the family.

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Section: Discussionmentioning

confidence: 65%

How Does the Use of ICTs Affect Family Relationships? A Quantitative Approach

Arias¹,

Avendaño²,

Sanchez³

et al. 2017

GJHS

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“…Another aspect that directly affected the use of ICT in collaborative work was the socioeconomic status of the participants -Sig.≤0.007-: individuals with lower socioeconomic levels demonstrated greater use of technology for the purposes that are outlined in this paper. However, considering the digital breach in society at present, which is understood as yet another declaration of social inequality (Ballesta & Cerezo, 2012;Bautista, 2010), the study results allow us to observe how the opportunities that are offered at present by the ICT favour or enrich the interpersonal contexts of learning and collaboration between health sector partners in Colombia (Kollöffel, Eysink, & Jong, 2011;Gómez, Puigvert, & Flecha, 2011;Salmerón, Rodríguez, & Gutiérrez, 2010) and, in this work, they concentrate on low socioeconomic workers.…”

Section: Resultsmentioning

confidence: 99%

Collaborative work and eHealth in Colombia

Hung

Casado

Molinares³

2018

Virtualmente.revista facultad estud.ambient.virtuales

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This study analyzes the profiles of professionals and students from the health sector in Colombia, and describes how their socio-demographic characteristics and their technological skills affect the use of Information and Communication Technologies —ICT— in their professional and collaborative work. The study applied a correlational-explanatory research with a random population of 420 individuals, a margin of error of +/- 4.8, and a confidence level of 95 %. The results allow establishing a context of low promotion of collaborative work mediated by technology within the studied population, as well as the low level of harnessing of the opportunities offered by the different technological devices and resources for the purposes related to the topic proposed in this work.

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“…En general, estos estudios se centran en el contexto del hogar y de la familia, sin establecer vínculos con los procesos de transformación tecnológica que, dirigidos desde política educativa, se fomentan desde las aulas hacia la sociedad a través de iniciativas como la de la Escuela 2.0. Los pocos estudios que han reflexionado sobre el rol de la tecnología con una mirada holística se han centrado en la comunicación familia-escuela (Ballesta & Cerezo, 2011), sin analizar el impacto de los usos tecnológicos en el aprendizaje informal o en las dinámicas familiares. En este sentido, Ballesta & Cerezo (2011: 153) constatan la necesidad de "llegar a comprender y valorar el papel que tiene la familia en el uso de las TIC y su importancia dentro del ámbito escolar, ya que las familias pueden condicionar el uso de estos medios a favor de los alumnos".…”

Section: El Rol Clave De La Familia Dando Soporte a La Educación Digitalunclassified

El vaivén de los portátiles entre las aulas y el hogar: la perspectiva de las familias sobre la reforma educativa de la Escuela 2.0

Bach

Aliagas

2019

Rev. Complut. Educ

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Resumen. Este estudio describe la opinión de las familias sobre la entrada del portátil en la vida académica del estudiante de secundaria, a través del programa autonómico en Cataluña eduCAT1x1, vinculado a la Escuela 2.0, una reforma nacional de digitalización de las aulas. La visión de las familias complementa la investigación con una nueva mirada al impacto de las reformas educativas más allá de las aulas. El análisis de 16 entrevistas pone de manifiesto que si bien los padres consideran la tecnología beneficiosa para el futuro académico y laboral de sus hijos también sienten malestar por tener que gestionar los usos extraescolares que estos hacen del portátil, donde el ocio y la comunicación social compiten con la actividad académica. Algunas familias no se ven empoderadas por la reforma educativa del 1x1 y apelan a diversas razones: 1) la digitalización de las aulas se ha hecho de forma improvisada y rápida; 2) la introducción del portátil en la vida de sus hijos ha provocado cambios en las prácticas de estudio (y no todos los consideran positivos) y 3) la digitalización ha comportado una pérdida de control sobre la vida de sus hijos. El estudio sugiere la necesidad de coordinar las reformas educativas con las dinámicas familiares, ya que la mediación familiar es imprescindible para garantizar no solo el éxito de las innovaciones educativas sino también las transformaciones sociales que se persiguen. Palabras clave: mediación parental; modelo 1x1 (un ordenador por alumno); escuela 2.0; políticas educativas[en] The fluctuation of laptops between classrooms and home: the viewpoint of the families about the Educational Reform Escuela 2.0 (eduCAT1x1 programme)Abstract. This study describes the opinion that families have about the introduction of the laptop in the academic life of secondary school students by means of the local programme in Catalonia eduCAT 1x1, linked to Escuela 2.0, a national reform in Spain aimed at the digitalisation of classrooms. The viewpoint of the families provides new insights on the impact that educational reforms have beyond the classrooms. The analysis of 16 interviews reveals that while parents consider technology to be beneficial for the academic and professional future of their children, they also feel discomfort for feeling forced to manage the extra-escolar uses of the laptop, since leisure and social communication compete with the academic activity. Some families do not feel empowered by the 1x1 educational reform and give diverse reasons: 1) the digitalization of the classrooms has been improvised and developed too quickly; 2) the introduction of the laptop in the life of their children has produced changes in the academic practices (and not all are seen as positive) and 3) the digitalization has implied a loss of control of the children activity by the parents. The study suggests the necessity of coordinating educational reforms and family dynamics, since parental mediation is essential to ensure both the success of educational innovations and the social transformations soug...

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Familia Y Escuela Ante La Incorporación De Las Tecnologías De La Información Y La Comunicación

Cited by 21 publications

References 2 publications

How Does the Use of ICTs Affect Family Relationships? A Quantitative Approach

How Does the Use of ICTs Affect Family Relationships? A Quantitative Approach

Collaborative work and eHealth in Colombia

El vaivén de los portátiles entre las aulas y el hogar: la perspectiva de las familias sobre la reforma educativa de la Escuela 2.0

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