From digital native to digital apprentice. A case study of the transmedia skills and informal learning strategies of adolescents in Spain

Masanet, María-José; Guerrero-Pico, Mar; Establés, María-José

doi:10.1080/17439884.2019.1641513

Cited by 35 publications

(26 citation statements)

References 28 publications

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“…They follow traditional models such as 'imitation' (learning by doing) and 'learning by teaching' but in new spaces (mainly virtual) and with new actors (peers, influencers, etc.)" (Masanet, Guerrero-Pico, & Establés, 2019). Therefore, YouTube is the 'natural' environment for online collaborative learning.…”

Section: Educative Usementioning

confidence: 99%

What are teens doing with YouTube? Practices, uses and metaphors of the most popular audio-visual platform

Pires

Masanet

Scolari

2019

Information, Communication & Society

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Section: Educative Usementioning

confidence: 99%

What are teens doing with YouTube? Practices, uses and metaphors of the most popular audio-visual platform

Pires

Masanet

Scolari

2019

Information, Communication & Society

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“…En el caso de España, se alcanzan cuotas de mercado para el smartphone del 92% con 114 líneas de teléfono móvil por cada 100 habitantes, lo que supone un mercado saturado y una inexistencia en la brecha digital de acceso (Telefónica, 2018). Por tanto, las brechas de acceso están cada vez más superadas debido a la penetración de la tecnología móvil a escala global, lo que pone el foco de atención en otro problema -las brechas digitales de uso propiciadas por inercias de acceso a la tecnología que afectan a todos los nichos poblacionales (Holloway, Green y Livingstone, 2013;Masanet, Guerrero-Pico y Establés, 2019)-e impone tratar la situación desde una perspectiva educativa.…”

Section: Estado De La Cuestiónunclassified

“…Pese a las limitaciones del trabajo presentado, cuya metodología de muestreo es no probabilístico y, por tanto, no representativo del universo, supone un aporte empírico que evidencia que países con muy diferentes realidades en políticas e iniciativas tienen percepciones muy parecidas respecto al tema planteado y se sienten proactivos ante la problemática y el reto. El estudio supone un aporte más en la línea de investigaciones recientes (Blau y Shamir-Inbal, 2017;Deursen et al, 2019;Girón-Escudero;Cózar-Gutiérrez y González-Calero, 2019;Masanet, Guerrero-Pico y Establés, 2019) que dejan evidente el hecho de que la formación de las competencias digitales garantiza el acceso universal en igualdad de condiciones a las posibilidades que el siglo XXI nos brinda, y solo la concienciación a escala global, a gran escala y en todos los países conducirá a una verdadera disminución de las brechas digitales existentes.…”

Section: Conclusiones Y Discusiónunclassified

Competencia digital docente para la reducción de la brecha digital: Estudio comparativo de España y Costa Rica

Pérez-Escoda¹,

Rodríguez²,

Meléndez-Rodríguez³

et al. 2021

Tripodos

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La inmersión de la sociedad en la era digital ha provocado transformaciones irrefrenables como la conectividad continua, el big data o la inteligencia artificial, que implican una mediatización tecnológica de todas las interacciones humanas y que requiere una formación en competencias específicas. El objetivo principal del estudio se centró en realizar un análisis comparativo internacional en dos países con contextos diferentes: España y Costa Rica, para demostrar que la globalización de las TIC y la conectividad han hecho que el profesorado sea piedra angular en el desarrollo de competencias digitales como garantía para la reducción de las brechas digitales por uso y no por acceso. Con una metodología cuantitativa de carácter descriptivo correlacional se analizaron cinco constructos de estudio en una muestra de 126 docentes procedentes de ambos países. Los resultados evidencian que pese a las diferencias políticas, sociales y educativas de cada país la percepción de los docentes no es tan diferente. La conclusión principal es que los docentes en ambos países se sienten seguros de sus capacidades digitales, están motivados, entienden que el sistema educativo no responde a las necesidades actuales y ven necesaria una inclusión curricular específica de la materia. Teacher’s Digital Competence for Reducing Digital Divide: Comparative Study Between Spain and Costa Rica The immersion of society in the digital age has caused unstoppable transformations such as continuous connectivity, big data or artificial intelligence, which imply a technological mediation in all human interactions and which require training in specific skills. The main objective of the study focuses on conducting an international comparative analysis between two countries within different contexts, Spain and Costa Rica, to demonstrate that the globalization of ICT and connectivity have made teachers a cornerstone in the development of digital skills as they are a guarantee for the reduction of the digital gap in the use and not in the access. Using a quantitative methodology of descriptive-correlational character, five study constructs were analyzed in a sample of 126 teachers from both countries. The results show that despite the political, social and educational differences in each country, the perception of teachers is not so different. The main conclusion is that teachers in both countries feel confident in their digital skills, are motivated, understand that the educational system does not respond to current needs, and they feel that a specific curricular inclusion of the subject is needed in formal education. Palabras clave: competencia digital, brecha digital, profesorado, TIC, formación, educación. Key words: digital competence, digital divide, teachers, ICT, training, education.

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“…It was also during the interviews that the researchers were able to delve into the learning strategies carried out by the adolescents. 'Imitation' and 'learning by teaching' were found to be key strategies for learning transmedia skills (Masanet, Guerrero-Pico, and Establés, 2019).…”

Section: In-depth Interviews and Media Diariesmentioning

confidence: 99%

What are teens doing with media? An ethnographic approach for identifying transmedia skills and informal learning strategies

Scolari

Ardèvol

Pérez-Latorre

et al. 2020

DER

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The emergence of new media, devices, narratives and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new conception – ‘transmedia literacy’ – that moves from traditional media literacy to informal learning and participatory cultures practices, the research program behind the present article tries to understand how new generations are doing things with media outside schools and how they learnt to do the things they do. The article begins by describing the transformations of media literacy in recent years as a consequence of the mutations of the media ecology and, in that context, proposes a methodological approachfor analysing the acquisition of transmedia skills in informal learning environments by teens. The article describes, analyses and evaluates the development and initial implementation of this methodology working with teenagers in a high-school in NAME CITY. It ends with a Research Kit that includes surveys, creative workshops, interactive interviews and media diaries with teens between 12-18 years old. The article also describes the evolution of this methodological approach from its original formulation to the evaluation of the model after it was tested, and reflects on the possibilities of developing specific research devices to be applied in transnational research.

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From digital native to digital apprentice. A case study of the transmedia skills and informal learning strategies of adolescents in Spain

Cited by 35 publications

References 28 publications

What are teens doing with YouTube? Practices, uses and metaphors of the most popular audio-visual platform

What are teens doing with YouTube? Practices, uses and metaphors of the most popular audio-visual platform

Competencia digital docente para la reducción de la brecha digital: Estudio comparativo de España y Costa Rica

What are teens doing with media? An ethnographic approach for identifying transmedia skills and informal learning strategies

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