Education Sciences

Research

21 pages, 12154 KiB

Open AccessArticle

Enhancing English Acquisition: Effects of among us Game-Based Gamification on Language Competence, Motivation, Attention, and Attitude towards the English Subject

by Irene Casanova-Mata

Educ. Sci. 2023, 13(11), 1094; https://doi.org/10.3390/educsci13111094 - 30 Oct 2023

Cited by 1 | Viewed by 2149

Abstract

This study aimed to ascertain if there was a significant impact on the acquisition of English language competence, motivation, attention, and emotions towards English as a Second Language (ESL) after the development of gamification based on the famous Among us game with primary [...] Read more.

This study aimed to ascertain if there was a significant impact on the acquisition of English language competence, motivation, attention, and emotions towards English as a Second Language (ESL) after the development of gamification based on the famous Among us game with primary education students aged 7–8 years (n = 24) from a state school in Ciudad Real (Castilla-La Mancha). An experimental method with a pretest–post-test design was considered, in which the control group followed a transmission instructional model, and the experimental group underwent an eight-session gamified experience using Information and Communication Technologies (ICT). Four ad hoc tests were designed and implemented to assess writing, reading, speaking, and listening skills, while various test adaptations were used to measure attention and motivation variables. The results show that gamification helped to improve the variables analyzed, showing significant enhancements in reading from the experimental group, as well as a more positive attitude towards the English subject, increased active participation, and fewer negative inclinations towards mistakes. The study suggests that incorporating gamification can have a positive impact on learning outcomes and may serve as a means of bridging linguistic inequalities and promoting equitable access to language learning opportunities. However, further research is necessary to explore the potential of gamification in this regard. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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15 pages, 985 KiB

Open AccessArticle

Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills

by Łukasz Tomczyk, Maria Lidia Mascia and Francisco David Guillen-Gamez

Educ. Sci. 2023, 13(9), 951; https://doi.org/10.3390/educsci13090951 - 18 Sep 2023

Cited by 1 | Viewed by 3519

Abstract

Shaping the competences of future teachers in a way that is appropriate to the current stage of development of the information society is, in the post-COVID era, a topical and important subject. The accumulation of experience in recent years with the use of [...] Read more.

Shaping the competences of future teachers in a way that is appropriate to the current stage of development of the information society is, in the post-COVID era, a topical and important subject. The accumulation of experience in recent years with the use of digital edtech has forced the search for optimal solutions to support the learning and teaching process. Among such (still undervalued) solutions are video tutorials. This article answers the three research questions: (1) What are the benefits of using video tutorials in education? (2) What difficulties do future teachers face when creating educational tutorials? (3) What key knowledge and skills are required of teachers who wish to create video tutorials? The study (qualitative, based on structured interviews) involved 16 pre-service teachers (Poland) who attended a course on the introduction to the use of information technology in 2022/2023 at one of the leading academic universities in Poland. The collected data, showing the complexity of the use of this type of edtech, provide not only a simple diagnosis regarding the processes of creating and using video tutorials by future generations of teachers, but also allow for the modernisation of academic programmes that prepare pedagogical graduates to work in an increasingly digitalised world of education. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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26 pages, 2666 KiB

Open AccessArticle

One Font Doesn’t Fit All: The Influence of Digital Text Personalization on Comprehension in Child and Adolescent Readers

by Shannon M. Sheppard, Susanne L. Nobles, Anton Palma, Sophie Kajfez, Marjorie Jordan, Kathy Crowley and Sofie Beier

Educ. Sci. 2023, 13(9), 864; https://doi.org/10.3390/educsci13090864 - 24 Aug 2023

Cited by 1 | Viewed by 3518

Abstract

Reading comprehension is an essential skill. It is unclear whether and to what degree typography and font personalization may impact reading comprehension in younger readers. With advancements in technology, it is now feasible to personalize digital reading formats in general technology tools, but [...] Read more.

Reading comprehension is an essential skill. It is unclear whether and to what degree typography and font personalization may impact reading comprehension in younger readers. With advancements in technology, it is now feasible to personalize digital reading formats in general technology tools, but this feature is not yet available for many educational tools. The current study aimed to investigate the effect of character width and inter-letter spacing on reading speed and comprehension. We enrolled 94 children (kindergarten–8th grade) and compared performance with six font variations on a word-level semantic decision task (Experiment 1) and a passage-level comprehension task (Experiment 2). Reading speed and comprehension were analyzed using generalized linear mixed-effects regression models. Independent samples t-tests compared speed and comprehension accuracy on personal best vs. worst font variation. A stability analysis was conducted to determine if participants had a stable personal best font variation within Experiment 1. The Experiment 1 stability analysis was statistically significant, and 58% of participants had a stable personal best font variation. Personal best font variations yielded significantly higher comprehension accuracy in both Experiments 1 and 2 and faster reading in Experiment 2. Using digital technology to personalize font may have important implications for school-aged readers. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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13 pages, 3396 KiB

Open AccessArticle

Collaborative Composition and Urban Popular Music in Digital Music Didactics

by Javier F. Merchán-Sánchez-Jara and Sara González-Gutiérrez

Educ. Sci. 2023, 13(8), 771; https://doi.org/10.3390/educsci13080771 - 28 Jul 2023

Cited by 1 | Viewed by 1564

Abstract

Composition is one of the facets of musical activity that allows a more effective way to interrelate theoretical and practical contents in a real context to enhance the development of creativity and collaborative work in the music classroom. Through a qualitative methodology based [...] Read more.

Composition is one of the facets of musical activity that allows a more effective way to interrelate theoretical and practical contents in a real context to enhance the development of creativity and collaborative work in the music classroom. Through a qualitative methodology based on participant observation, the results of several projects aimed at implementing collaborative composition in the training of music teachers at the University of Salamanca through audio production tools (DAW) as a pedagogical strategy to address basic knowledge and specific skills of the curriculum of the music subject in secondary education, are synthesized. From this perspective, this work proposes a structured and sequential model for the collaborative composition of musical productions in the field of popular urban music (with special attention to the rock style), addressing and exemplifying in a practical way issues such as the layered structure in the prototypical song of rock bands, the fundamental rhythmic bases, the harmonic function and the development of chord progressions or the creation and development of melodic lines for the voice. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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12 pages, 819 KiB

Open AccessArticle

Is the Education System Prepared for the Irruption of Artificial Intelligence? A Study on the Perceptions of Students of Primary Education Degree from a Dual Perspective: Current Pupils and Future Teachers

by Alba Lozano and Carolina Blanco Fontao

Educ. Sci. 2023, 13(7), 733; https://doi.org/10.3390/educsci13070733 - 18 Jul 2023

Cited by 18 | Viewed by 6539

Abstract

The recent irruption of ChatGPT, a powerful chatbot that uses a “Chat Generative Pretrained Transformer” language model, could revolutionize education worldwide since it can greatly affect the competence development that students need to achieve for their professional future. The aim of this work [...] Read more.

The recent irruption of ChatGPT, a powerful chatbot that uses a “Chat Generative Pretrained Transformer” language model, could revolutionize education worldwide since it can greatly affect the competence development that students need to achieve for their professional future. The aim of this work is to assess the level of knowledge of ChatGPT and the perception of its possibilities of use in education by students studying the Primary Education Degree at the University of León (Spain) from a double perspective: as students and future teachers, respectively. For this purpose, a descriptive, cross-sectional, non-experimental, and quantitative research design was carried out, with the design and elaboration of a questionnaire. The questionnaire data were statistically processed by calculating relative frequencies. The main results highlight that students have a positive perception of ChatGPT use, with potential applications in education, and do not perceive it as a threat to the deterioration of the educational system as long as the sources of the data generated by the tool are verified. In addition, as students and future teachers, they need more knowledge about the operation of ChatGPT to ensure its correct use and maintain the quality of the education system. Thus, to overcome ChatGPT irruption in education, digital literacy is crucial at all educational levels. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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15 pages, 811 KiB

Open AccessArticle

Development of Digital Competences in Students of a Public State-Owned Chilean University Considering the Safety Area

by Marcelo Rioseco Pais, Juan Silva Quiroz and Claudia Carrasco-Manríquez

Educ. Sci. 2023, 13(7), 710; https://doi.org/10.3390/educsci13070710 - 13 Jul 2023

Cited by 4 | Viewed by 1638

Abstract

The present study was carried out in a Chilean public university with the purpose of describing digital competences in safety area and their relationship with contextual variables in first-year students of different programs. In this research study, we processed the competences of the [...] Read more.

The present study was carried out in a Chilean public university with the purpose of describing digital competences in safety area and their relationship with contextual variables in first-year students of different programs. In this research study, we processed the competences of the safety area of the COMPDIG-PED test, which is based on the European reference framework for digital skills DIGCOMP. The instrument was applied to 4360 higher education students, attending undergraduate courses in 2021 and 2022. The results indicated a relationship between the context variables analyzed through the COMPDIG-PED test and the digital safety competences. This relationship is linked to higher scores in the female gender, in students with more years of experience in the use of digital technologies, in those who came from private paid or subsidized institutions, and in those who were trained in a humanist scientific education. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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13 pages, 321 KiB

Open AccessArticle

The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences

by Javier Ferrer-Aracil, Víctor M. Giménez-Bertomeu, María Aragonés-González and Elena M. Cortés-Florín

Educ. Sci. 2023, 13(7), 689; https://doi.org/10.3390/educsci13070689 - 7 Jul 2023

Viewed by 1206

Abstract

Debating represents an active teaching–learning method in higher education. Engaging in debates helps to acquire and develop transversal skills, which are essential to successfully function in personal, academic, and professional spheres. In this quantitative, descriptive, and explanatory study, we analyse how attitudes included [...] Read more.

Debating represents an active teaching–learning method in higher education. Engaging in debates helps to acquire and develop transversal skills, which are essential to successfully function in personal, academic, and professional spheres. In this quantitative, descriptive, and explanatory study, we analyse how attitudes included within transversal competences were acquired through a debate activity conducted as a part of the social work programme at the University of Alicante. A total of 74 students participated, with an average age of 22.34 years, the majority of which were women. The students were divided into two evaluation groups: a peer evaluation group and a teacher evaluation group. Using an ad hoc questionnaire, three categories of variables were studied: sociodemographic variables; organisational and activity evaluation variables; and variables relating to the acquisition of attitudes. The results indicated that debating favoured communication, innovation and entrepreneurship, social commitment, critical thinking, information management, autonomy and self-regulation, as well as teamwork. Variations were also found according to the university admission modality and the evaluation agent. These results highlight not only how useful debating can be as a pedagogical tool, but also the need to consider different contextual factors when implementing debate activities in the context of university studies. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

16 pages, 1834 KiB

Open AccessArticle

An L-MOOC to Improve Communicative Competence: From Blended Learning to OERs in the University Classroom

by José Rovira-Collado, Mónica Ruiz-Bañuls and Copelia Mateo-Guillen

Educ. Sci. 2023, 13(7), 655; https://doi.org/10.3390/educsci13070655 - 27 Jun 2023

Cited by 1 | Viewed by 1463

Abstract

Language MOOCs (L-MOOCs) are the MOOCs (Massive Open Online Courses) that focus on language learning. They may often present several problems in their design and development, such as their feasibility to improve students’ linguistic levels or in their materials’ adequacy and variety. Many [...] Read more.

Language MOOCs (L-MOOCs) are the MOOCs (Massive Open Online Courses) that focus on language learning. They may often present several problems in their design and development, such as their feasibility to improve students’ linguistic levels or in their materials’ adequacy and variety. Many of these courses have subsequently become Open Educational Resources (OERs), and their activities can be implemented in different learning situations. Our paper discusses the evaluation of the integration of the L-MOOC titled “Learn academic Spanish” (Aprende español académico) into existing curricula and the validation process carried out to evaluate its validity for the purpose of learning languages. The L-MOOC was developed within the MOOC2move project between 2018–2021 and was designed by the Open University, with the collaboration of the Spanish universities of León and Alicante. The evaluation and validation were carried out in October 2020. In an exceptional hybrid teaching situation, due to the COVID-19 pandemic, the L-MOOC was taken by 345 students from the Faculty of Education of the University of Alicante. The validation of the course consisted of taking the L-MOOC, participating in the forums on the MOOC and completing the questionnaires to improve the materials. In our study, a quantitative analysis was carried out through two questionnaires provided to the students before and after implementing this L-MOOC. The results obtained underlined the effectiveness of this L-MOOC. This course and the materials provided allowed the use of OERs to practice academic Spanish and improve communicative competence of its users. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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14 pages, 4136 KiB

Open AccessArticle

Comparative Study of the Attitudes and Perceptions of University Students in Business Administration and Management and in Education toward Artificial Intelligence

by Cristina Almaraz-López, Fernando Almaraz-Menéndez and Carmen López-Esteban

Educ. Sci. 2023, 13(6), 609; https://doi.org/10.3390/educsci13060609 - 15 Jun 2023

Cited by 26 | Viewed by 10888

Abstract

Artificial Intelligence (AI) is a disruptive technology that nowadays has countless applications in many day-to-day and professional domains. Higher education institutions need to adapt both to changes in their processes and to changes in curricula brought on by AI. Studying students’ attitudes toward [...] Read more.

Artificial Intelligence (AI) is a disruptive technology that nowadays has countless applications in many day-to-day and professional domains. Higher education institutions need to adapt both to changes in their processes and to changes in curricula brought on by AI. Studying students’ attitudes toward AI can be useful for analyzing what changes in AI teaching need to be implemented. This article uses an electronic survey to study the attitudes of Spanish students in the fields of economics and business management and education. A learning experience was also implemented with a small subset of students as a hands-on introduction to AI, where students were prompted to reflect on their experiences as users of AI. The results show that students are aware of AI’s impact and are willing to further their education in AI, although their current knowledge is limited due to a lack of training. We believe that AI education should be expanded and improved, especially by presenting realistic use cases and the real limitations of the technology, so that students are able to use AI confidently and responsibly in their professional future. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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22 pages, 341 KiB

Open AccessArticle

Using Escape Rooms as Evaluation Tool in Active Learning Contexts

by Pedro Juan Roig, Salvador Alcaraz, Katja Gilly, Cristina Bernad and Carlos Juiz

Educ. Sci. 2023, 13(6), 535; https://doi.org/10.3390/educsci13060535 - 24 May 2023

Cited by 2 | Viewed by 3355

Abstract

The adoption of the active learning paradigm presents a series of challenges and uncertainties. However, its adoption may result in better academic results and a more engaging attitude towards learning. In this sense, this paper presents a case scenario in which such a [...] Read more.

The adoption of the active learning paradigm presents a series of challenges and uncertainties. However, its adoption may result in better academic results and a more engaging attitude towards learning. In this sense, this paper presents a case scenario in which such a change of paradigm has been deployed, where escape rooms have been introduced as an assessment tool in an active learning context. The way to move through those escape rooms is by taking a series of questionnaires based on the knowledge acquired, such that failing a test keeps the group in the same position and passing it makes them move according to the grades obtained. Surveys and comments offered by students show they were more motivated and engaged after this task, and an improvement in academic performance has been detected. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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15 pages, 27885 KiB

Open AccessArticle

Effectiveness of Digital Storytelling in Teaching Economics

by Jana Nunvarova, Petra Poulova, Pavel Prazak and Blanka Klimova

Educ. Sci. 2023, 13(5), 504; https://doi.org/10.3390/educsci13050504 - 16 May 2023

Cited by 5 | Viewed by 2070

Abstract

Digital storytelling is one of the teaching methods that aims to improve motivation of students, critical thinking and learning outcomes. The results of previous research show the successful use of this method in education, but its use in some subjects is still questionable. [...] Read more.

Digital storytelling is one of the teaching methods that aims to improve motivation of students, critical thinking and learning outcomes. The results of previous research show the successful use of this method in education, but its use in some subjects is still questionable. The aim of the pedagogical experiment, which was conducted in 2021 at six business academies in the Czech Republic, was to discover whether or not digital storytelling contributes to better study results in business subjects taught at high school. A total number of 856 students were randomly divided into two independent groups. In the experimental group, the digital storytelling method was used in the process of teaching. The students in the control group were taught with the standard teaching method—the teacher’s explanation with the support of the presentation. By comparing the results from the pre-tests and post-tests of the experimental and control groups, the findings reveal that the students from the experimental group reached higher mean values in the post-test than the students from the control group did. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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12 pages, 267 KiB

Open AccessArticle

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

by María Rubio-Gragera, Julio Cabero-Almenara and Antonio Palacios-Rodríguez

Educ. Sci. 2023, 13(4), 336; https://doi.org/10.3390/educsci13040336 - 24 Mar 2023

Cited by 4 | Viewed by 3159

Abstract

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received [...] Read more.

The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

33 pages, 8115 KiB

Open AccessArticle

Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

by David Ernesto Salinas-Navarro, Claudia Lizette Garay-Rondero and Iván Andrés Arana-Solares

Educ. Sci. 2023, 13(1), 63; https://doi.org/10.3390/educsci13010063 - 8 Jan 2023

Cited by 11 | Viewed by 3518

Abstract

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build [...] Read more.

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency development. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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11 pages, 1251 KiB

Open AccessArticle

The Research of Educational Innovation: Perspective and Strategies

by Bartolomé Rubia-Avi

Educ. Sci. 2023, 13(1), 26; https://doi.org/10.3390/educsci13010026 - 27 Dec 2022

Cited by 7 | Viewed by 5244

Abstract

Innovation processes in the Spanish and international educational models have evolved, especially over the last 40 years. Technological expansion and development have been integrated, albeit belatedly, into the field of education. There have been changes to the educational model: school practices have been [...] Read more.

Innovation processes in the Spanish and international educational models have evolved, especially over the last 40 years. Technological expansion and development have been integrated, albeit belatedly, into the field of education. There have been changes to the educational model: school practices have been modified so that, while not entailing a completely generalized impact, significant advances have been introduced. This has led to a change in the spaces, times and ways in which these practices are implemented, thus paving the way for a complete shift in the model. Yet this has not led to a systematic and organised reflection on the processes of change, nor on how to approach evaluation and research in education. This paper aims to provide some ideas about the correct targets of these transformations, and it does so by presenting several examples. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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14 pages, 554 KiB

Open AccessArticle

Use of Mobile Phones in Classrooms and Digitalisation of Educational Centres in Barcelona

by Katia Pozos-Pérez, Gustavo Herrera-Urizar, Pablo Rivera-Vargas and Cristina Alonso-Cano

Educ. Sci. 2023, 13(1), 21; https://doi.org/10.3390/educsci13010021 - 25 Dec 2022

Cited by 2 | Viewed by 3536

Abstract

In the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and [...] Read more.

In the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and use of cell phones in the classroom has been a key and, at the same time, controversial aspect. In Barcelona (Catalonia), for example, recent educational policies have promoted the pedagogical use of cell phones. Within this framework, this article analyses whether these initiatives to promote the use of mobile phones are effectively transferred and implemented in the classroom. Using qualitative research, based on co-design, case studies and content analysis, we examined the reality of three educational centres in Barcelona. In these three contexts, field observations, interviews with management teams and ICT coordinators, and discussion groups with teachers were conducted. The information generated was grouped into five main categories of analysis. As a result, it was observed that the mobile phone has been losing prominence in the classroom. Schools tend to prohibit the use of cell phones and prefer computers to give priority to the control of technological tools in order to use the Internet safely. Mobile phones, in this sense, are only used at certain times when there is a pedagogical objective, although there is still a need for more pedagogical and digital training for teachers. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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19 pages, 2874 KiB

Open AccessArticle

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

by José Miguel Gutiérrez-Pequeño, Rocío Anguita-Martínez and Yasna P. Pradena-García

Educ. Sci. 2023, 13(1), 20; https://doi.org/10.3390/educsci13010020 - 25 Dec 2022

Cited by 2 | Viewed by 2172

Abstract

Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform [...] Read more.

Social media labs, as spaces for experimentation, have recently become one of the main mechanisms for innovation. The role of universities, with degrees focused on subjects linked to social innovation, can be a fundamental factor in social development. It is essential to transform traditional centres into spaces for dialogue, into creative ecosystems, simultaneously dedicated to reflection and debate, research and production, training, and socialisation. Within this framework, we carried out ethnographic research on the implementation of a social media laboratory developed with social education students during the last two academic years at the faculty of education in Palencia. The results provide evidence of the development by university students in some skills related to creativity, reflection, and debate, as well as various digital skills. In line with the existing literature, we show how the social media laboratory enables the acquisition of knowledge situated in the social reality of the environment that is of great use to future social educators, as well as some of its limitations in these processes of experimentation and social innovation. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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15 pages, 303 KiB

Open AccessArticle

Educational Innovation, Open Educational Resources, and Gender in Latin American Universities

by Virginia Rodés Paragarino and Adriana Gewerc

Educ. Sci. 2023, 13(1), 19; https://doi.org/10.3390/educsci13010019 - 24 Dec 2022

Cited by 3 | Viewed by 2167

Abstract

This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) and the production of open educational resources (OERs) for teaching, as a significant key to understand the meaning of [...] Read more.

This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) and the production of open educational resources (OERs) for teaching, as a significant key to understand the meaning of being an academic today in a social and economic context such as the Latin American one, and the perspectives this contributes to educational innovation. It arises from the need to deepen research on systemic structures of empowerment for open-access creation and publication, where gender is critical, considering the imbalances that are evident in other fields of educational technology, and specifically in the use of OERs. A qualitative methodology based on grounded theory was implemented, together with the biographical method and digital ethnography, with in-depth interviews with nine women academics from different areas of knowledge from Venezuela, Costa Rica, and Uruguay. The results offer an insight into their professional identities and how this is configured in relation to education, open educational resources, and educational innovation in university teaching. Participation in the open education movement provides a space for empowerment and mobilisation, which contributes to a transformative identity, as an emerging habitus, that underpins educational innovation in this field. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

15 pages, 1669 KiB

Open AccessArticle

Visibility of Scientific Production and Digital Identity of Researchers through Digital Technologies

by Basantes-Andrade Andrea, Naranjo-Toro Miguel, Guerra-Reyes Frank, Carrascal Ramiro and Benavides-Piedra Andrés

Educ. Sci. 2022, 12(12), 926; https://doi.org/10.3390/educsci12120926 - 15 Dec 2022

Cited by 9 | Viewed by 4174

Abstract

The research process does not end with the publication of the results; on the contrary, it has to continue even further, when results are disseminated and scientific disclosure on the Web begins. The purpose of this article is to promote visibility of the [...] Read more.

The research process does not end with the publication of the results; on the contrary, it has to continue even further, when results are disseminated and scientific disclosure on the Web begins. The purpose of this article is to promote visibility of the scientific production and digital identity of the faculty and researchers at the Universidad Técnica del Norte (Ibarra-Ecuador). By implementing a quantitative documentary, descriptive, and quasi-experimental comparative approach, it was possible to determine the importance of scientific visibility, the most suitable digital platforms for this task (ORCID, Google Scholar, Academia, ResearchGate, ResearcherID (WoS), Author ID (Scopus), Sciprofiles, Mendeley, Facebook, Twitter, LinkedIn and Impactstory), and the level of knowledge that professors have of these platforms. With the results, a pilot training-course was planned and implemented for researchers and university professors of the Faculty of Education Science and Technology, with the purpose of registering their author profiles and incorporating their scientific production onto the platforms with the greatest impact and visibility. The results from the two stages (pre-test and post-test) of the pilot course show a significant difference regarding the creation and management of the research profiles; therefore, this strategy puts forward an alternative way to make research and digital/identity visible in the academic, scientific and social community. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Review

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19 pages, 1761 KiB

Open AccessReview

Use of Digital Resources in Higher Education during COVID-19: A Literature Review

by Miriam Lorente Rodríguez and Cristina Pulido-Montes

Educ. Sci. 2022, 12(9), 612; https://doi.org/10.3390/educsci12090612 - 9 Sep 2022

Cited by 11 | Viewed by 5783

Abstract

The sudden transition from face-to-face education to remote education under the international-level restrictions imposed as a result of the COVID-19 pandemic—a transition made in the spirit of achieving and developing accessible education—involved the application of methodologically diverse resources and strategies. The objective of [...] Read more.

The sudden transition from face-to-face education to remote education under the international-level restrictions imposed as a result of the COVID-19 pandemic—a transition made in the spirit of achieving and developing accessible education—involved the application of methodologically diverse resources and strategies. The objective of this article is to investigate the digital resources that have been applied in higher education institutions, paying special attention to the type and frequency of use of resources. A literature review was carried out on a total of 44 articles. The main results show that the primary resources applied in higher education institutions were videoconferencing tools, educational videos, and virtual platforms. Most higher education institutions made use of free and open access resources. Our primary conclusions posit our observation that the use of digital resources for teaching in an emergency context has not enabled reflection on their use. Such reflection would equip institutions for the optimization of these resources toward their efficient pedagogical application in teaching–learning processes. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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Other

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24 pages, 780 KiB

Open AccessSystematic Review

Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review

by Anne Pathiranage and Thashmee Karunaratne

Educ. Sci. 2023, 13(9), 917; https://doi.org/10.3390/educsci13090917 - 8 Sep 2023

Cited by 3 | Viewed by 3128

Abstract

Technology has become an indispensable element in education that challenges conventional teaching. The pandemic significantly forced a paradigm shift in education from traditional methods to digital platforms. Emerging technology expanded the teacher’s role faster than predicted, and technology has become a significant criterion [...] Read more.

Technology has become an indispensable element in education that challenges conventional teaching. The pandemic significantly forced a paradigm shift in education from traditional methods to digital platforms. Emerging technology expanded the teacher’s role faster than predicted, and technology has become a significant criterion in defining 21st-century teachers. Teachers had to upgrade education and act as change agents in creating and managing technology-enhanced learning environments requiring teachers to be digitally literate. Considering teachers as significant stakeholders, this paper investigates how literature contributes to the knowledge of their perceptions of digital literacy in education by systematically investigating 59 research articles searched in EBSCO discovery services, covering commonly included 80 different databases in the default search. The review focuses on how teachers use technology, their challenges, and what teachers expect from successful technology integration. Results revealed a contradiction between expectations for technology integration into education before the pandemic and the experience after the lockdown. Even though teachers are confident using basic technology, many have observed a disconnect between technology and pedagogy that emphasises digital literacy’s need. Teachers struggle with technology integration due to lack of knowledge, accessibility, cost, disconnection, infrastructure, time, workload, and technology anxiety Therefore, teachers expect institutions to play a significant role in integrating technology by assisting them in mitigating challenges that require defining the institutional role of a technology-integrated learning environment. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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13 pages, 1878 KiB

Open AccessSystematic Review

A Systematic Review on the Role of ICT and CLIL in Compulsory Education

by Tania Martínez-Soto and Paz Prendes-Espinosa

Educ. Sci. 2023, 13(1), 73; https://doi.org/10.3390/educsci13010073 - 10 Jan 2023

Cited by 13 | Viewed by 4937

Abstract

The ubiquity of digital technologies for teaching at large is a reality that can be observed at diverse educational stages and in numerous fields, including the teaching of foreign languages, which is the field of study of this research. In view of this [...] Read more.

The ubiquity of digital technologies for teaching at large is a reality that can be observed at diverse educational stages and in numerous fields, including the teaching of foreign languages, which is the field of study of this research. In view of this situation, this work is intended to determine the role of ICT in foreign language teaching that follows a CLIL method. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 22 articles. The main inclusion criteria were a temporal selection from January 2017 to February 2022, the inclusion of the terms CLIL/AICLE and ICT/TIC in the title, abstract or keywords of the articles, and the focus on primary and secondary education. The main results show an increasing tendency of this topic, notably in English research. Most relevant conclusions of the systematic review evidence a positive relationship between ICT and CLIL to improve the learning of a foreign language, although some negative aspects are also highlighted as there is still a lack of resources and teacher training. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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14 pages, 1483 KiB

Open AccessSystematic Review

Sustainability in Digital Education: A Systematic Review of Innovative Proposals

by Alién García-Hernández, Ana García-Valcárcel Muñoz-Repiso, Sonia Casillas-Martín and Marcos Cabezas-González

Educ. Sci. 2023, 13(1), 33; https://doi.org/10.3390/educsci13010033 - 29 Dec 2022

Cited by 14 | Viewed by 4892

Abstract

In the last decade, the extensive use of new Information and Communication Technologies (ICT) in education in recent years has changed the nature of the teaching–learning environment. However, the adequate use of ICT is necessary for promoting educational practices that contribute to sustainable [...] Read more.

In the last decade, the extensive use of new Information and Communication Technologies (ICT) in education in recent years has changed the nature of the teaching–learning environment. However, the adequate use of ICT is necessary for promoting educational practices that contribute to sustainable development. The systematization of the research in this area is presented as an opportunity to provide a contribution to the already existing theories and practices related to the use of ICT and the development of the Sustainable Development Goals (SDGs). The aim of this study is to conduct a systematic review of articles that address innovative approaches to sustainability in digital education. The PRISMA 2020 guidelines were used to review the literature of articles published in the last decade in the Web of Science (WoS) and Scopus databases. The results presented are based on the research questions that will guide the search and analysis of the information. They are divided into theoretical and practical research, giving relevance to the relationship between educational innovation with ICT and sustainability. The main variables that are taken into account in contributing to the SDGs through the use of ICT in educational practice are also presented. A critical discussion on this topic is elaborated, which will help to support a solid theoretical framework. Last, a conclusion on the effectiveness of digital education and its contribution to a sustainable development are provided. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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