Tablet use in primary education

Lorenzo, María del Carmen Ricoy; Sánchez-Martı́nez, Cristina

doi:10.1080/1475939x.2019.1608291

Cited by 10 publications

(9 citation statements)

References 35 publications

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“…In this sense, it was found that the following factors predict the negative impact of mobile phones on academic performance: frequency of use of mobile phone, coinciding with [6], who point out that the high frequency of use of mobile phone causes a negative impact in the academic performance of teenagers; abandonment of academic tasks due to being online for longer than needed; need to invest more and more time online; staying up late using mobile and study time spent on the Internet, coinciding with what was found by [20], who determined that most students who spend their study time online present a worse academic performance. This leads us to reject hypothesis one (H1), since it included age and stress as predictors of academic decline.…”

Section: Discussionmentioning

confidence: 62%

“…In this sense, [19] points to ICT and mobile phones as the main distractors of this stage, which in addition to being used by adolescents at all hours (30%) and a lot (34%) [13], promote the displacement of young people's attention away from school responsibilities [20]. Along the same lines, according to [21], 28% of students point to ICT as the main distracting element in their teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

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Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Díaz-López

Ruiz

Maquilón

2021

IJERPH

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Today, the use of Information and Communication Technologies (ICT) is part of the daily lives of adolescents. However, its widespread use in all areas, the vulnerable condition of adolescents and the imminent consequences of problematic use are awakening a growing social and educational concern. With the purpose of looking into this problem, the following research aims are formulated: (1) Analyse the perception of adolescents about their academic performance and the interference of ICT in their development; (2) Describe the frequency of use of ICT and its influence on study time and grades; and (3) Analyse the relationship between family supervision of ICT and academic performance. The representative sample consisted of 1101 adolescents from 10 educational centers in the Southeast of Spain. Descriptive statistics, contingency tables, Chi Square, Cramer’s V and Linear Regression were calculated. The results show that more than 50% of the students believe that they would spend more time studying if they did not have continuous access to technologies. Likewise, 20% of the students identify ICT as responsible for the decline in their academic performance. Statistically significant relationships were found between time limitations for Internet access and academic performance. It is therefore concluded that the problematic use of ICT in adolescence is a phenomenon that demands intervention, and the training of parents and adolescents in the responsible use of ICT is urged.

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Section: Discussionmentioning

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Díaz-López

Ruiz

Maquilón

2021

IJERPH

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“…Based on the exploratory study and other studies developed by different authors [10,15,39], we designed an educational program whose aim was to raise environmental awareness in primary school children to take care of the environment, and improve their digital literacy skills through gamification. The program adopted a transversal approach around the 4Rs (reduce, reuse, recycle and recover) campaigns.…”

Section: Context Design and Implementation Of The Interventionmentioning

confidence: 99%

Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification

Lorenzo

Sánchez-Martı́nez

2022

IJERPH

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Environmental education, at least in northwest Spain, is often overlooked in the education system from infant schooling onwards and interventions are needed to raise the profile of this subject. The aim of this study was to examine the impact of a learning program designed for primary school students to broaden their ecological awareness and improve digital literacy using gamification tools. The research was developed using a qualitative approach, with data obtained from 156 subjects, including teachers, students and families. The results show that the children assimilated new habits on the better usage of water and electricity and recycling paper and plastic. Moreover, they acquired more efficient strategies for finding information online, by using apps and developing content with digital tools. Gaming dynamics and resources were the key to students’ learning, with the tablet proving an essential tool for boosting motivation, interaction and problem solving.

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“…El interés por adquirir tecnología en las escuelas se incrementa (Cherner et al, 2016) para responder a las nuevas necesidades del aprendizaje de los estudiantes y de los contextos sociales emergentes. Asimismo, es habitual observar variados dispositivos tecnológicos en las aulas (Bonneton-Botté et al, 2020;Nikolopoulou, 2020) y mejores actitudes de los docentes para integrarlas al quehacer pedagógico (Ricoy y Sánchez, 2019;Salem y Mohammadzadeh, 2018;Semerci y Aydin, 2018;Zaranis y Oikonomidis, 2014).…”

Section: Introductionunclassified

RubricApp: adaptación y Validación de una rúbrica para la Evaluación de Valor Pedagógico de las aplicaciones educativas móviles

Morales

Quintana

2021

Aloma

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En la actualidad, la educación remota ha sido una gran oportunidad para garantizar la continuidad de los aprendizajes de los estudiantes y las tecnologías de la información y comunicación (TIC) se sitúan como la mejor opción para asegurarlos. Desde esta perspectiva, el aprendizaje móvil y las aplicaciones educativas han facilitado la tarea de muchos profesores que preparan clases a distancia. El desafío radica en la selección de recursos que cuenten con valor pedagógico y promuevan el aprendizaje esperado. Este artículo se propone como objetivos: a) reportar la adaptación y validación de una rúbrica que permita apreciar el valor educativo de las aplicaciones móviles, la cual logra un alfa de Cronbach, α = .783; b) informar los resultados del estudio piloto, los cuales permiten contar con un instrumento denominado RubricApp, que se estructura en 10 indicadores y 3 dimensiones: valor pedagógico, diseño, y participación y motivación.

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Tablet use in primary education

Cited by 10 publications

References 35 publications

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance

Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification

RubricApp: adaptación y Validación de una rúbrica para la Evaluación de Valor Pedagógico de las aplicaciones educativas móviles

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