Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

Tomé, María; Herrera, Lucía; Lozano, Sonia

doi:10.3390/su11164475

Cited by 13 publications

(14 citation statements)

References 68 publications

(100 reference statements)

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“…Finally, [26] indicated that the vast majority of secondary school teachers in Cádiz and Murcia state that they almost never engage in intercultural work outside the school. At this point, it is evident that in the initial and in-service teacher training there are gaps in relation to the attention to the cultural diversity of the students [27][28][29][30].…”

Section: Introductionmentioning

confidence: 99%

Teacher Training in Intercultural Education: Teacher Perceptions

et al. 2020

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Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

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Section: Introductionmentioning

confidence: 99%

Teacher Training in Intercultural Education: Teacher Perceptions

et al. 2020

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“…As with the strategies and reflection tools, the multimedia resources to mobile technologies in the relationship processes prevail, an important aspect to take into account in the training of future digital citizens, due to the rise of globalized, multicultural, digital and smart cities [63,134]. This leads one to consider that the role of the teacher to ensure the proper use of these resources will be fundamental [135], since, for example, tools like social networks can improve the intercultural relations of the students, but it can also be a means of segregation between them [66,136,137].…”

Section: Discussionmentioning

confidence: 99%

“…The social dimension of the PLE alludes to spaces of construction and collective interaction on knowledge, which are developed in a learning community, being understood as a group of people who share motivations and interests for some topic [13][14][15][16]. Learning communities also linked to the development and construction of intercultural interactions [60][61][62][63].…”

Section: Intercultural Learning Communitiesmentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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“…More specifically, the authors concluded that through the use of determined PLE's, UFM improved their self-concept, planning and management of learning, use of educational strategies and tools, and social relationships within the educational setting. All of these are fundamental aspects of the social and academic integration of these students [36] and of the students who will form the basis of the present research. PLE's relate to the process through which students administer the information, resources and relationships they come across when engaging in learning [37,38].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

Fernández

García-Garníca

Martínez-Martínez

et al. 2020

IJERPH

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Spain is one of the countries with the greatest influx of immigrants and, specifically, of unaccompanied foreign minors (UFMs). The educational and social inclusion of unaccompanied foreign minors poses both a challenge and a threat to current policy. Nonetheless, studies linking educational aspects to the phenomenon of the integration of these children are scarce and do not specify the most influential educational tools and strategies. In this sense, a descriptive, quantitative and cross-sectional research study is presented. The aim of this study is to examine whether variables such as age and the use of applications and social networks determine the personal learning environments (PLE) of unaccompanied foreign minors. The sample of the present study was formed by 624 individuals (♂ = 92.1% (n = 575); ♀ = 7.9% (n = 49)) aged between 8 and 17 years old. The majority came from Morocco and resided in the cities of Ceuta and Melilla. The “PLE and Social Integration of UFMs” questionnaire was used as the study instrument. Amongst the main findings, significant differences are highlighted in the personal learning environments as a function of age-related psychosocial factors as they pertain to unaccompanied foreign minors. Four factors were seen to exist in relation to the personal learning environments of unaccompanied foreign minors: self-concept of the learning process, planning and management of learning, use of resources and tools, and communication and social interaction. The same trend was observed in the four factors, with older age groups reporting better scores. On the other hand, results show that the use of applications and social networks have a significant and favourable impact on personal learning environment construction.

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Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

Cited by 13 publications

References 68 publications

Teacher Training in Intercultural Education: Teacher Perceptions

Teacher Training in Intercultural Education: Teacher Perceptions

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

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