Research Article
Ana María Ortiz Colón, Tomás Izquierdo Rus, Javier Rodríguez Moreno, Miriam Agreda Montoro
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep439
ABSTRACT
Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.
Keywords: TPACK, teacher training, primary education, child education, educational technology, lifelong learning
Research Article
Filippos Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep432
ABSTRACT
The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.
Keywords: augmented reality, games, key competences, learning design, primary education, students
Research Article
Norma Torres-Hernández, María-Jesús Gallego-Arrufat
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep399
ABSTRACT
The protection of personal data and privacy are important issues closely related to use of social media, information and communication technologies, and the Internet in the area of education. The treatment of academic information and use of tools and programs for instruction, communication, and learning have revealed the handling of a significant volume of personal data from different sources. It is essential to protect this information from possible privacy violations. This descriptive study, which is of transversal nonexperimental design, focuses on how 384 pre-service teachers’ enrolled in educational technology courses in their education programs view the protection of personal data. The goals are to describe and analyze how these teachers perceive the risks associated with protection of data on the Internet and what they know about protection of data in primary education. We administered a questionnaire within the framework of an educational activity that focused on digital competence in data protection in education. The results show a high perception of risk in topics such as accepting cookies when surfing the Internet or transferring banking information. The knowledge the students claim to have shown a lack of information on the protection of minors’ data in issues related to the development and schooling of primary school students, as well as their health, background, and family environment. Curricular treatment of these areas that includes content, practices on regulations, and adopts a situated, critical, and responsible approach in pre-service teacher education is recommended.
Keywords: data protection, pre-service teacher education, pre-service teachers, primary education, privacy
Research Article
Julio Cabero-Almenara, Rosalía Romero-Tena, Carmen Llorente-Cejudo, Antonio Palacios-Rodríguez
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep305
ABSTRACT
In recent years, studies carried out in the educational field have concluded that the Flipped Classroom methodology offers numerous advantages for both teachers and students. In this sense, this approach is worked on at the university to develop skills necessary for the future professional of students, as well as increase their commitment to the subjects. The general objective of this research is to verify if the learning acquired through the Flipped methodology, as well as the perception of it, are useful for university students of the Degree in Primary Education. For this, two types of designs are used: pretest-posttest and validation through structural equations (PLS) of the scale to evaluate the degree of acceptance of the Flipped methodology based on the TAM model. The results show the adequacy of the training proposal based on Flipped methodology for university students. The students perceive the incorporation of the inverted methodology as an adequate strategy, highlighting the ease of use in the classroom, the acceptance of its integration, the transformation of interest in learning and showing a positive attitude towards its use in the future. Together, the level of acceptance as regards the validation of the TAM model is high. Finally, the possibility of replicating the model in similar investigations or through the so-called emerging technologies is evaluated.
Keywords: flipped classroom, digital competence, primary education, teacher training, TAM, CFA
Research Article
Necmi Esgi, Vildan Cevik
CONT ED TECHNOLOGY, Volume 1, Issue 3, pp. 221-232
ABSTRACT
This study investigated primary education students’ perception of the Internet through resorting to the images they produced for the Internet concept. Sixty five primary education students constituted the sample of the study. Participants were asked to draw a picture concerning the Internet concept. In addition, researchers gave a 10-item survey form to voluntary students to collect demographic information. Frequency, percentage and Chi-square analyses were carried out for the demographic data collected. Qualitative analyses were conducted on the pictures students drew, and an evaluation chart was prepared. The images that students generated concerning Internet concepts have been categorized as: “game, homework, chat, research, music, video, violence and news”. Furthermore, other remarkable themes were torch, individualism, motionlessness and so on. Most common reasons of using the Internet were homework and games. It was revealed that personal Internet usage coincided with the images created concerning the Internet. There appeared a direct connection with the first three objects which came to mind about the Internet and the images they produced.
Keywords: Students of Primary Education, Internet, Perception, Painting, Images