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Carmen Yot
Universidad de Sevilla y Universidad Isabel I(España)

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Journal article
Published: 24 September 2020 in Edutec. Revista Electrónica de Tecnología Educativa
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La investigación realizada sobre la incidencia de la familia en las situaciones de ciberacoso tradiconalmente ha estado basada esencialmente en medidas de autoinforme directamente obtenidas de los jóvenes. En la actualidad esta tendencia está cambiando. Así, nos proponemos realizar una revisión sistemática de los trabajos disponibles en la base de datos Scopus que directamente las consultan. Se pretende caracterizar esta línea de investigación y evidenciar los principales hallazgos.

ACS Style

Carmen Yot-Domínguez; Almudena Cotán Fernández. Las familias en la investigación sobre el ciberacoso. Edutec. Revista Electrónica de Tecnología Educativa 2020, 140 -156.

AMA Style

Carmen Yot-Domínguez, Almudena Cotán Fernández. Las familias en la investigación sobre el ciberacoso. Edutec. Revista Electrónica de Tecnología Educativa. 2020; (73):140-156.

Chicago/Turabian Style

Carmen Yot-Domínguez; Almudena Cotán Fernández. 2020. "Las familias en la investigación sobre el ciberacoso." Edutec. Revista Electrónica de Tecnología Educativa , no. 73: 140-156.

Journal article
Published: 21 April 2020 in Social Sciences
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Research on the motives behind a university professor’s decision to retire is scarce. In the present work, we have tried to define and delimit the aspects of the university professor’s satisfaction that have an influence on their motivation to retire. Nine hundred and one Spanish university professors answered the Inventory “Questionnaire for Active, Retired and Emeritus University Professors.” In the analysis, three structural equations were estimated. The overall sample, as well as the professional status subsamples—active or not active—were taken into account. Significant differences were found according to the work status. Three dimensions explained the satisfaction: economic, professional, and relational. The satisfaction of the professors in each of them had an influence on their decision to retire. Work conditions created by the European Higher Education Area (EHEA) and work conditions due to the educational and/or university laws determined the economic satisfaction to a greater degree. The possibilities of being part of professional networks or teams, and of publishing and disseminating knowledge, have a considerable impact on professional satisfaction. Relational satisfaction was notable for predicting the motivation to retire. Relationships with colleagues had an effect on the relational satisfaction. Policies for improving the satisfaction of the university professors could help delay the exit of talented professors, who are part of the human capital of the universities.

ACS Style

Rosalía Romero Tena; Cristina Mayor Ruiz; Carmen Yot Domínguez; Manuel Chaves Maza. Structural Equation Models on the Satisfaction and Motivation for Retirement of Spanish University Professors. Social Sciences 2020, 9, 56 .

AMA Style

Rosalía Romero Tena, Cristina Mayor Ruiz, Carmen Yot Domínguez, Manuel Chaves Maza. Structural Equation Models on the Satisfaction and Motivation for Retirement of Spanish University Professors. Social Sciences. 2020; 9 (4):56.

Chicago/Turabian Style

Rosalía Romero Tena; Cristina Mayor Ruiz; Carmen Yot Domínguez; Manuel Chaves Maza. 2020. "Structural Equation Models on the Satisfaction and Motivation for Retirement of Spanish University Professors." Social Sciences 9, no. 4: 56.

Journal article
Published: 01 January 2020 in Educação em Revista
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RESÚMEN: Actualmente en América Latina y el Caribe se han implementado políticas para promover la integración de las TIC en los centros educativos, aumentando la inversión público-privada en programas OLPC. Sin embargo, todavía es insuficiente el conocimiento sobre cómo se están integrando las tecnologías digitales en la enseñanza. El objetivo principal de este artículo es analizar el uso que del ordenador portátil hacen los profesores en Uruguay en formación. El diseño de esta investigación es de tipo mixto de dominancia cuantitativa. Se desarrolló un análisis descriptivo correlacional no experimental transaccional mediante encuesta a estudiantes de profesorado que se complementó con entrevistas semiestructuradas. Se encontró que los estudiantes usan poco la tecnología proporcionada por el Estado como recurso para el aprendizaje y entre aquellos que si la usan, es mayor el uso del ordenador portátil en las asignaturas curriculares de la especialidad de profesorado frente a las asignaturas pedagógicas. No se encontró evidencia de que el género, la edad, la especialidad y el nivel cursado, sean características que influyan sobre la percepción de utilidad que tienen los estudiantes de los ordenadores portátiles

ACS Style

Carlos Marcelo; Carmen Yot; Eduardo Rodriguez Zidan; Juan Pablo Zorrilla-Salgador. FACTORES DETERMINANTES DEL USO DE DISPOSITIVOS MÓVILES EN LA FORMACIÓN INICIAL DOCENTE DE URUGUAY. Educação em Revista 2020, 36, 1 .

AMA Style

Carlos Marcelo, Carmen Yot, Eduardo Rodriguez Zidan, Juan Pablo Zorrilla-Salgador. FACTORES DETERMINANTES DEL USO DE DISPOSITIVOS MÓVILES EN LA FORMACIÓN INICIAL DOCENTE DE URUGUAY. Educação em Revista. 2020; 36 ():1.

Chicago/Turabian Style

Carlos Marcelo; Carmen Yot; Eduardo Rodriguez Zidan; Juan Pablo Zorrilla-Salgador. 2020. "FACTORES DETERMINANTES DEL USO DE DISPOSITIVOS MÓVILES EN LA FORMACIÓN INICIAL DOCENTE DE URUGUAY." Educação em Revista 36, no. : 1.

Article
Published: 26 November 2019 in Education and Information Technologies
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Healthy Jeart is a free app targeted to young people. It is especially designed to foster a healthy lifestyle. Young people can find in it practical recommendations about seven areas of health and a game through which they can consolidate the acquired knowledge on different healthy and beneficial elements. Healthy Jeart is also useful for healthcare professionals and educators. The latter can find in it educational proposals in the subject that can be implemented in schools and challenges in which they can get students to participate and compete. Healthy Jeart has been awarded the distinction of Health App by the Andalusian Agency for Health Quality and is supported by the Community Nursing Association (CNA) at the national level. Healthy Jeart is a health promotion tool that was created with a low cost; however, the impact on the physical, psychological and social well-being of young people is expected to be high. The present article describes its design, production, revision and evaluation process. The design of this tool required knowing how young people perceived it and determining the contents that should be included in it. Such information was gathered through eight nominal groups. Once the first prototype was available, this was tested with a sample of adolescent students. With the accreditation procedure, given the attended improvements to pass it, the current version of the application was reached

ACS Style

Ana Duarte-Hueros; Carmen Yot-Domínguez; Ángeles Merino-Godoy. Healthy Jeart. Developing an app to promote health among young people. Education and Information Technologies 2019, 25, 1837 -1854.

AMA Style

Ana Duarte-Hueros, Carmen Yot-Domínguez, Ángeles Merino-Godoy. Healthy Jeart. Developing an app to promote health among young people. Education and Information Technologies. 2019; 25 (3):1837-1854.

Chicago/Turabian Style

Ana Duarte-Hueros; Carmen Yot-Domínguez; Ángeles Merino-Godoy. 2019. "Healthy Jeart. Developing an app to promote health among young people." Education and Information Technologies 25, no. 3: 1837-1854.

Articles
Published: 01 June 2019 in Cadernos de Pesquisa
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Despite the fact that investment in technology has increased in Latin America, little is yet known about the integration of mobile devices in educational practices. The objective of this article is to analyse the access, perception of usefulness and frequency of use of the laptops provided free of charge by Plan Ceibal from Uruguay in the pre-professional practices of student teachers. A mixed method was used for the investigation, which includes a survey to 385 students and 15 in-depth interviews. Results show a limited pedagogical use of mobile devices as well as important challenges for emergent pedagogies. Most of the participants incorporate the mobile devices in traditional teaching approaches.

ACS Style

Eduardo Rodríguez Zidán; Carmen Yot; Claudia Cabrera; Juan Pablo Zorrilla Salgador; Javier Grilli Silva. CHALLENGES FOR THE DESIGN OF NEW PEDAGOGIES BASED ON MOBILE TECHNOLOGIES. Cadernos de Pesquisa 2019, 49, 236 -259.

AMA Style

Eduardo Rodríguez Zidán, Carmen Yot, Claudia Cabrera, Juan Pablo Zorrilla Salgador, Javier Grilli Silva. CHALLENGES FOR THE DESIGN OF NEW PEDAGOGIES BASED ON MOBILE TECHNOLOGIES. Cadernos de Pesquisa. 2019; 49 (172):236-259.

Chicago/Turabian Style

Eduardo Rodríguez Zidán; Carmen Yot; Claudia Cabrera; Juan Pablo Zorrilla Salgador; Javier Grilli Silva. 2019. "CHALLENGES FOR THE DESIGN OF NEW PEDAGOGIES BASED ON MOBILE TECHNOLOGIES." Cadernos de Pesquisa 49, no. 172: 236-259.

Journal article
Published: 11 January 2019 in Social Sciences
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This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.

ACS Style

Carmen Yot-Domínguez; María Dolores Guzmán Franco; Ana Duarte Hueros. Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts. Social Sciences 2019, 8, 21 .

AMA Style

Carmen Yot-Domínguez, María Dolores Guzmán Franco, Ana Duarte Hueros. Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts. Social Sciences. 2019; 8 (1):21.

Chicago/Turabian Style

Carmen Yot-Domínguez; María Dolores Guzmán Franco; Ana Duarte Hueros. 2019. "Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts." Social Sciences 8, no. 1: 21.

Original articles
Published: 05 February 2018 in Journal of Further and Higher Education
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The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are expected to design learning activities that promote the acquisition of competencies among students. In this context, technologies have garnered prominence as they contribute to creating student-centred learning environments. This study answers these research questions: (1) To what extent has university teaching changed with the implementation of digital technologies in university classrooms? What technology-based learning activities are incorporated in instructional designs by the teachers? (2) How does the faculty describe the integration of technological knowledge into pedagogical content knowledge when designing and developing technology-based learning activities? (3) According to university teachers, which other factors (intrinsic or extrinsic) determine the use of digital technologies in their learning designs? To answer these questions, we have collected data from two differentiated samples of university teachers using the Inventory of Learning Activities with Technology at the University and semi-structured interviews. First, the results reveal that teachers use technologies to carry out learning activities focusing on the content and the teacher. Student-centred learning activities are only timidly being incorporated. Second, the extent to which such activities are implemented is linked to the teachers’ techno-pedagogical content knowledge. Third, the factors that facilitate or inhibit teachers from using technologies in the teaching–learning process respond to intrinsic aspects, such as teachers’ knowledge and beliefs, but also to extrinsic and contextual issues, such as the discipline taught or institutional policy at the university regarding the use of educational technologies.

ACS Style

Carlos Marcelo; Carmen Yot-Domínguez. From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education 2018, 43, 975 -988.

AMA Style

Carlos Marcelo, Carmen Yot-Domínguez. From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education. 2018; 43 (7):975-988.

Chicago/Turabian Style

Carlos Marcelo; Carmen Yot-Domínguez. 2018. "From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge." Journal of Further and Higher Education 43, no. 7: 975-988.

Journal article
Published: 17 November 2017 in International Journal of Educational Technology in Higher Education
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Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated self-regulated levels.

ACS Style

Carmen Yot-Domínguez; Carlos Marcelo. University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education 2017, 14, 38 .

AMA Style

Carmen Yot-Domínguez, Carlos Marcelo. University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education. 2017; 14 (1):38.

Chicago/Turabian Style

Carmen Yot-Domínguez; Carlos Marcelo. 2017. "University students’ self-regulated learning using digital technologies." International Journal of Educational Technology in Higher Education 14, no. 1: 38.

Journal article
Published: 01 October 2017 in Computers in Human Behavior
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ACS Style

Ruth Martinez-Lopez; Carmen Yot-Domínguez; Iuliia Tuovila; Víctor-Hugo Perera-Rodríguez. Online Self-Regulated Learning Questionnaire in a Russian MOOC. Computers in Human Behavior 2017, 75, 966 -974.

AMA Style

Ruth Martinez-Lopez, Carmen Yot-Domínguez, Iuliia Tuovila, Víctor-Hugo Perera-Rodríguez. Online Self-Regulated Learning Questionnaire in a Russian MOOC. Computers in Human Behavior. 2017; 75 ():966-974.

Chicago/Turabian Style

Ruth Martinez-Lopez; Carmen Yot-Domínguez; Iuliia Tuovila; Víctor-Hugo Perera-Rodríguez. 2017. "Online Self-Regulated Learning Questionnaire in a Russian MOOC." Computers in Human Behavior 75, no. : 966-974.

Journal article
Published: 21 September 2017 in RIED. Revista Iberoamericana de Educación a Distancia
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Resumen El eje vertebrador de este estudio es el análisis de la implementación de una metodología docente combinada (presencial y virtual o blended learning) de forma equilibrada e integrada en la formación del profesorado y la importancia del liderazgo para planificar, atender y coordinar este proceso. Comenzamos realizando una revisión sistemática de la literatura de investigación de los últimos quince años (2002 al 2017) en la base de datos principal de Web of Science (WOS) considerada la plataforma de mayor prestigio entre la comunidad científica, identificándose 190 estudios relacionados con los tópicos: Blended learning, desarrollo profesional docente y liderazgo educativo. De ellos se seleccionaron aquellos que se adscriben a la categoría investigación educativa (education educational research), localizándose 163 documentos, de los cuales, 75 son artículos. Por último, se afinó la búsqueda excluyendo aquellos artículos que se relacionaban con otras áreas de investigación, ya que nuestro centro de interés era el desarrollo profesional del docente, encontrando un total de 35 títulos que cumplían todos los criterios preliminares. La muestra resultante fue de 24 artículos que reunían todas las características que nos habíamos planteado. Los resultados reflejan que el blended learning es valorado como un modelo de formación que permite la adquisición de competencias, puede favorecer el desarrollo profesional, fomentar el trabajo colaborativo, aumentar las destrezas técnicas y didácticas del profesorado hacia la tecnología, promover experiencias interdisciplinares, compartir innovaciones, etc., entre otras posibilidades.

ACS Style

Ana Duarte Hueros; María Dolores Guzmán Franco; Carmen Rocío Yot Domínguez. Aportaciones de la formación blended learning al desarrollo profesional docente. RIED. Revista Iberoamericana de Educación a Distancia 2017, 21, 155 .

AMA Style

Ana Duarte Hueros, María Dolores Guzmán Franco, Carmen Rocío Yot Domínguez. Aportaciones de la formación blended learning al desarrollo profesional docente. RIED. Revista Iberoamericana de Educación a Distancia. 2017; 21 (1):155.

Chicago/Turabian Style

Ana Duarte Hueros; María Dolores Guzmán Franco; Carmen Rocío Yot Domínguez. 2017. "Aportaciones de la formación blended learning al desarrollo profesional docente." RIED. Revista Iberoamericana de Educación a Distancia 21, no. 1: 155.

Journal article
Published: 23 June 2017 in @tic. revista d'innovació educativa
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La evolución de MOOC en la última década ha significado una revolución en la formación abierta del alumnado en el contexto universitario. Diversidad de temáticas, experiencias y multitud de equipos multidisciplinares e interuniversitarios trabajan en la planificación, integración y mejora de este recurso con fin formativo en la educación superior. La producción científica sobre esta línea de investigación en el plano de la tecnología y la educación también ha sido muy fructífera en este intervalo temporal de expansión y consolidación, aunque consideramos que queda mucho por avanzar en aportaciones críticas que proyecten y permitan avanzar en la era post-MOOC. El eje central que nos propusimos en este estudio fue conocer las motivaciones que incitan al alumnado a la hora de participar en estas propuestas formativas, su grado de satisfacción y su intención de continuar avanzando en esta línea. Nuestros resultados evidencian que esta modalidad de aprendizaje posee ventajas valoradas muy positivamente por las personas que acceden a ellos y es considerada una experiencia atractiva y amena, que influye en la decisión de volver a cursarlos.

ACS Style

María Dolores Guzmán Franco; Carmen Yot Domínguez; José Ignacio Aguaded Gómez. The motivation of students as a backbone in the post-MOOC era. @tic. revista d'innovació educativa 2017, 56 .

AMA Style

María Dolores Guzmán Franco, Carmen Yot Domínguez, José Ignacio Aguaded Gómez. The motivation of students as a backbone in the post-MOOC era. @tic. revista d'innovació educativa. 2017; (18):56.

Chicago/Turabian Style

María Dolores Guzmán Franco; Carmen Yot Domínguez; José Ignacio Aguaded Gómez. 2017. "The motivation of students as a backbone in the post-MOOC era." @tic. revista d'innovació educativa , no. 18: 56.

Journal article
Published: 03 June 2016 in Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas
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Resumen La investigación sobre el conocimiento pedagógico del contenido (PCK) ha representado en estas últimas décadas una mirada nueva para comprender cómo se produce el conocimiento profesional docente. En los últimos años, con la aparición de las tecnologías digitales, se requiere una revisión del PCK para incorporar nuevos componentes del conocimiento que las tecnologías proponen. El estudio que presentamos aborda el análisis del conocimiento de la tecnología para enseñar y el conocimiento tecnopedagógico del profesorado del área de ciencias de las universidades andaluzas. El diseño de la investigación es descriptivo, tipo survey. Se ha creado el inventario de actividades de aprendizaje con tecnologías en la universidad, que fue respondido por 197 docentes universitarios. Los resultados revelan un pobre conocimiento de la tecnología así como pedagógico de la tecnología. La variedad de tecnologías que se es capaz de incorporar a la práctica docente es reducida y las actividades de aprendizaje basadas en tecnologías que se es capaz de diseñar son principalmente asimilativas.

ACS Style

Carlos Marcelo; Carmen Yot; Victor Hugo Perera; Víctor-Hugo Perera-Rodríguez. The technological and technological pedagogical knowledge in science teaching at the university. A descriptive study. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 2016, 34, 67 .

AMA Style

Carlos Marcelo, Carmen Yot, Victor Hugo Perera, Víctor-Hugo Perera-Rodríguez. The technological and technological pedagogical knowledge in science teaching at the university. A descriptive study. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas. 2016; 34 (2):67.

Chicago/Turabian Style

Carlos Marcelo; Carmen Yot; Victor Hugo Perera; Víctor-Hugo Perera-Rodríguez. 2016. "The technological and technological pedagogical knowledge in science teaching at the university. A descriptive study." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 34, no. 2: 67.

Journal article
Published: 01 January 2016 in International Journal of Mobile Learning and Organisation
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The adaptation possibilities provided by mobile devices strive to encompass and motivate students' education process by providing learning resources and activities adapted to their specific needs, characteristics, conditions and circumstances. Context4Learning is a mobile application developed by the team behind this paper. Developed for Android, the app detects user location, amount of time available and physical activity being performed to then send users the corresponding notifications regarding learning resources and activities with which he/she may advance in a given educational program. Currently, a pilot project has been launched. The assessment and contributions by the pilot user group encourage us to continue our work. Their experience has proven that work is still needed to achieve perfection in the functioning of the mechanism and greater app usability for end users.

ACS Style

Carlos Marcelo; Carmen Yot-Domínguez; Juan A. Álvarez-García; Juan Antonio Ortega Ramírez; Álvaro Arcos García. Learning in mobility with Context4Learning: developing a context-aware mobile learning application. International Journal of Mobile Learning and Organisation 2016, 10, 203 .

AMA Style

Carlos Marcelo, Carmen Yot-Domínguez, Juan A. Álvarez-García, Juan Antonio Ortega Ramírez, Álvaro Arcos García. Learning in mobility with Context4Learning: developing a context-aware mobile learning application. International Journal of Mobile Learning and Organisation. 2016; 10 (4):203.

Chicago/Turabian Style

Carlos Marcelo; Carmen Yot-Domínguez; Juan A. Álvarez-García; Juan Antonio Ortega Ramírez; Álvaro Arcos García. 2016. "Learning in mobility with Context4Learning: developing a context-aware mobile learning application." International Journal of Mobile Learning and Organisation 10, no. 4: 203.

Book chapter
Published: 22 August 2015 in Advances in Research on Teaching
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ACS Style

Carlos Marcelo; Carmen Yot; Lily Orland-Barak; Cheryl J. Craig. Pedagogies of Working with Technology in Spain. Advances in Research on Teaching 2015, 22, 329 -357.

AMA Style

Carlos Marcelo, Carmen Yot, Lily Orland-Barak, Cheryl J. Craig. Pedagogies of Working with Technology in Spain. Advances in Research on Teaching. 2015; 22 ():329-357.

Chicago/Turabian Style

Carlos Marcelo; Carmen Yot; Lily Orland-Barak; Cheryl J. Craig. 2015. "Pedagogies of Working with Technology in Spain." Advances in Research on Teaching 22, no. : 329-357.

Journal article
Published: 01 July 2015 in Comunicar
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This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.

ACS Style

Carlos Marcelo-García; Carmen Yot-Domínguez; Cristina Mayor-Ruiz. University teaching with digital technologies. Comunicar 2015, 23, 117 -124.

AMA Style

Carlos Marcelo-García, Carmen Yot-Domínguez, Cristina Mayor-Ruiz. University teaching with digital technologies. Comunicar. 2015; 23 (45):117-124.

Chicago/Turabian Style

Carlos Marcelo-García; Carmen Yot-Domínguez; Cristina Mayor-Ruiz. 2015. "University teaching with digital technologies." Comunicar 23, no. 45: 117-124.

Journal article
Published: 01 January 2014 in Pixel-Bit, Revista de Medios y Educación
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ACS Style

Carmen Rocío Yot Domínguez; Carlos Marcelo García. ¿Despega el m-learning? Análisis de la disposición y hábitos de los usuarios. Pixel-Bit, Revista de Medios y Educación 2014, 205 -218.

AMA Style

Carmen Rocío Yot Domínguez, Carlos Marcelo García. ¿Despega el m-learning? Análisis de la disposición y hábitos de los usuarios. Pixel-Bit, Revista de Medios y Educación. 2014; (46):205-218.

Chicago/Turabian Style

Carmen Rocío Yot Domínguez; Carlos Marcelo García. 2014. "¿Despega el m-learning? Análisis de la disposición y hábitos de los usuarios." Pixel-Bit, Revista de Medios y Educación , no. 46: 205-218.

Journal article
Published: 26 October 2011 in Educação (UFSM)
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ACS Style

Carlos Marcelo García; Carmen Yot Domínguez. Los profesores como diseñadores: nuevas tareas para los docentes universitarios. Educação (UFSM) 2011, 36, 1 .

AMA Style

Carlos Marcelo García, Carmen Yot Domínguez. Los profesores como diseñadores: nuevas tareas para los docentes universitarios. Educação (UFSM). 2011; 36 (3):1.

Chicago/Turabian Style

Carlos Marcelo García; Carmen Yot Domínguez. 2011. "Los profesores como diseñadores: nuevas tareas para los docentes universitarios." Educação (UFSM) 36, no. 3: 1.

Journal article
Published: 01 October 2011 in Comunicar
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Being a teacher means being involved in the design of learning activities. The teaching profession has become a «profession of knowledge», not because knowledge was or is the legitimate component of the profession, but because the teacher is the designer of learning environments and has the ability to design the spaces where knowledge is being produced. But these learning environments have long been regulated to the privacy of the classroom environment with student complicity. One positive aspect of the launch of the European Higher Education Area has been to bring greater transparency to the process of designing teaching and student learning. Our objective in this study was to identify, represent and document a wide variety of learning designs made by experienced and innovative teachers. We hope this repository will be available and accessible to every teacher through the Internet. The participants in this study were 58 teachers mainly from universities in Andalusia and the five branches of knowledge. From interviews we proceeded to represent all the learning sequences, available in the repository of sequences that we named «Ala cena». This repository is accessible on our research group’s website (http://prometeo.us.es/idea). The conclusions of our study were that there are innovative learning designs aimed at promoting a greater understanding of what students learn through their involvement in processes of inquiry and/or collaboration, and they are representative of good teaching practices in universities.Ser docente significa estar implicado en el diseño de actividades de aprendizaje. La profesión docente se ha transformado en una «profesión del conocimiento» no ya porque el conocimiento haya sido o sea el componente legitimador de la profesión, sino porque el docente es el diseñador de ambientes de aprendizaje y tiene la capacidad de rentabilizar los espacios donde se produce el conocimiento. Ahora bien, estos ambientes de aprendizaje durante mucho tiempo han quedado regulados en el ámbito de privacidad del aula y a la complicidad con el alumnado. Uno de los aspectos positivos que ha tenido la puesta en marcha del Espacio Europeo de Educación Superior ha sido aportar una mayor transparencia a los procesos de diseño del aprendizaje de los alumnos. Nuestro objetivo en este estudio consistió en identificar, representar y documentar una amplia variedad de diseños de aprendizaje realizados por docentes con amplia experiencia innovadora y que pudieran estar disponibles y accesibles a través de Internet. El profesorado que ha participado en este estudio lo han conformado un total de cincuenta y ocho docentes principalmente de las diferentes universidades andaluzas y de las cinco ramas de conocimiento. A partir de entrevistas procedimos a representar el total de secuencias de aprendizaje que están disponibles en el repositorio de secuencias que hemos denominado «Alacena». Este repositorio está accesible en la página web de nuestro grupo de investigación http://prometeo.us.es/idea. Como conclusiones del estudio se constata que existen diseños del aprendizaje innovadores y universitarios que pretenden promover en el alumnado una alta comprensión de lo aprendido a través de su implicación en procesos de indagación y/o colaboración y que son representación de buenas prácticas de enseñanza.

ACS Style

Carlos Marcelo-García; Carmen Yot-Domínguez; Cristina Mayor-Ruiz; Cristina Mayor; Carlos Marcelo Garc; Carmen Yot Dom. «Alacena», An Open Learning Design Repository for University Teaching. Comunicar 2011, 19, 37 -44.

AMA Style

Carlos Marcelo-García, Carmen Yot-Domínguez, Cristina Mayor-Ruiz, Cristina Mayor, Carlos Marcelo Garc, Carmen Yot Dom. «Alacena», An Open Learning Design Repository for University Teaching. Comunicar. 2011; 19 (37):37-44.

Chicago/Turabian Style

Carlos Marcelo-García; Carmen Yot-Domínguez; Cristina Mayor-Ruiz; Cristina Mayor; Carlos Marcelo Garc; Carmen Yot Dom. 2011. "«Alacena», An Open Learning Design Repository for University Teaching." Comunicar 19, no. 37: 37-44.

Conference paper
Published: 01 September 2021
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ACS Style

Ruth Martinez; Carmen Yot. Los profesores también juegan. El aprendizaje basado en juegos en la formación inicial de los docentes. 2021, 1 .

AMA Style

Ruth Martinez, Carmen Yot. Los profesores también juegan. El aprendizaje basado en juegos en la formación inicial de los docentes. . 2021; ():1.

Chicago/Turabian Style

Ruth Martinez; Carmen Yot. 2021. "Los profesores también juegan. El aprendizaje basado en juegos en la formación inicial de los docentes." , no. : 1.