Madurez Neuropsicológica y uso de las TIC en el aprendizaje del inglés

López, Miriam Romero; Fernández, Montserrat López; Martínez, María del Carmen Pichardo

doi:10.25115/ejrep.v17i47.1904

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Como evidencian varios estudios (Janous et al, 2022;Bilbao-Aiastui & Miranda-Urquijo, 2022;Romero López et al, 2019;Villena Taranilla et al, 2022;Addeo et al, 2021), las TIC en sí mismas no son más que herramientas, medios, plataformas y/o interfaces al servicio del profesorado, cuyas implicaciones van más allá del simple uso esporádico de estos dispositivos. Sin embargo, existen múltiples factores que han de tenerse en cuenta a la hora de implementar este tipo de recursos dentro del aula.…”

Section: Discussionunclassified

TIC, motivación y rendimiento académico en educación primaria

Ábalos-Aguilera,

Romero-Rodríguez,

Bernal Bravo

2024

Educ. Knowl. Soc.

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Al igual que está ocurriendo en países como Suecia, algunos centros españoles se encuentran en la diatriba de retirar los dispositivos digitales de las aulas de primaria. El reciente informe PISA 2023 alerta de un desplome del rendimiento académico de los alumnos españoles, identificando que la creciente exposición a las pantallas podría contribuir a que los estudiantes estén “más tiempos distraídos”. En la misma línea, el informe PIRLS de 2021 ya concluía que los alumnos españoles de entre 9 y 10 años han experimentado una disminución de 7 puntos en los últimos años, asociándolo a las distracciones que la exposición a pantallas y la conexión a Internet pueden estar generando en clase. La presente investigación busca examinar, mediante un meta-análisis y revisión de la literatura científica, las posiciones de los investigadores en el último lustro (2019-2023) acerca de la incorporación de las TIC en las aulas de educación primaria. Los resultados revelan que la mayoría de los estudios cuasi-experimentales (n=10) sobre la correlación entre el uso de recursos digitales, el engagement y el rendimiento académico ha sido positivo, sobre todo si esta incorporación de las TIC viene acompañada de estrategias metodológicas como la gamificación, el flipped classroom o el Aprendizaje Basado en Proyectos (ABP). Factores como el diseño de los recursos digitales, la edad del profesorado y la falta de formación efectiva, se identifican como determinantes en la preferencia por metodologías convencionales en lugar de la adopción de recursos digitales. Esta investigación pone de manifiesto que la simple inclusión de las TIC no es un predictor de mejoramiento, que tantos autores han alegado, quizá con demasiado entusiasmo, y en cierta medida con algunas perspectivas utópicas.

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Section: Discussionunclassified

TIC, motivación y rendimiento académico en educación primaria

Ábalos-Aguilera,

Romero-Rodríguez,

Bernal Bravo

2024

Educ. Knowl. Soc.

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“…Beyond the classroom walls, the importance of including digital competency in the young generation's education cannot be overstated (Ciampa, 2014;West et al, 2019). Because of this, there is a discussion about the digital divide between students who utilize ICT in one or more contexts, such as the life are impacted by the variety of knowledge and resources produced by technology and the internet, which are rare and have created little scientific understanding (Bagon & Vodopivec, 2016;Romero López et al, 2019).…”

Section: Students In Economics Facing a Digital Dividementioning

confidence: 99%

Students in Economics Facing a Digital Divide

Joshi

2023

Molung Educ. Frontier

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The digital divide in schools in developing countries is becoming increasingly evident as information communication and technology (ICT) has entered the educational system. However, access to ICT infrastructure alone does not guarantee that a person would be motivated to use it. The unequal access to digital technology is a digital divide. In Nepal, the COVID-19 pandemic caused limited access to ICT among low-income families and rural populations. This research aimed to inquire into the motivational access-based digital divide among12 students in economics in Kathmandu Valley. The research problem of this study was: what are the ICT access levels for Class 12 economics students in Kathmandu Valley regarding motivational access? The researcher utilized a descriptive study design under quantitative methodology for the study. Closed structured questionnaires were used to collect primary data. Descriptive analysis is included in the analysis of data. It is used to calculate the percentage, frequency, mean, and standard deviation to assess the motivational access level of students through the Likert-scale data. The study's findings demonstrated a digital divide among students regarding motivational access. There is no distinct difference between the students regarding school type (private and community).The digital divide between gender, rural and urban origin, ethnicity, and parents ‘employment conditions is evident. This study implies that parents and concerned authorities should provide favorable environments to increase motivational access to ICT, which reduces the digital divide in terms of motivational access.

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Students' perceptions of the use of technological tools that facilitate self-regulated English language learning

et al. 2023

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This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.

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Madurez Neuropsicológica y uso de las TIC en el aprendizaje del inglés

Cited by 3 publications

References 17 publications

TIC, motivación y rendimiento académico en educación primaria

TIC, motivación y rendimiento académico en educación primaria

Students in Economics Facing a Digital Divide

Students' perceptions of the use of technological tools that facilitate self-regulated English language learning

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