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This article describes the process of design, validation, and implementation (N = 609) of a questionnaire drawn up ad hoc to assess the digital competence of compulsory education students (ages 11 to 13) in the area of communication. The test measures students’ knowledge, skills, and attitudes in the six competences that make up the area of communication, as established in the Framework for the Development and Knowledge of Digital Competence in Europe (DigComp): interacting through new technologies, sharing of information and content, online citizen participation, collaboration through digital technologies, netiquette, and digital identity management. The purposes of the study are to design and validate an instrument to assess compulsory education students’ digital competences in the area of communication based on their knowledge, skills, and attitudes and to analyse such instrument’s psychometric characteristics with special emphasis on its reliability and validity. The method used consisted of the implementation of various psychometric validation techniques and the analysis of the results based on statistical descriptions. Items show adequate discrimination and difficulty indices. Validity was guaranteed through expert judgement and factorial analysis of the test. The conclusion stresses the pressing need for education centres to provide students with adequate educational-communicative training.
Ana Iglesias-Rodríguez; Azucena Hernández-Martín; Yolanda Martín-González; Patricia Herráez-Corredera. Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments. Sustainability 2021, 13, 6733 .
AMA StyleAna Iglesias-Rodríguez, Azucena Hernández-Martín, Yolanda Martín-González, Patricia Herráez-Corredera. Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments. Sustainability. 2021; 13 (12):6733.
Chicago/Turabian StyleAna Iglesias-Rodríguez; Azucena Hernández-Martín; Yolanda Martín-González; Patricia Herráez-Corredera. 2021. "Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments." Sustainability 13, no. 12: 6733.
To achieve gender equality in Ecuador requires more effort to improve equal access for women’s employment and their integral development. To this effect, boosting entrepreneurship through training programs is required. This research characterizes women’s associations in the Province of Imbabura to set a theoretical framework that builds, a posteriori, a model focused on edu-communication and non-formal education. This characterization was done by applying a mixed approach based on a field design. For this purpose, a field journal and a survey applied to 84 participants from three associations belonging to Ibarra, Urcuquí, and Cotacachi Cantons were used. The results evidence a population made up of mothers who carry out individual entrepreneurships, with less access to Information and Communication Technologies, young women with greater access to formal education; however all of them are interested in training aimed at the development of entrepreneurship competencies.
Claudia Alicia Ruiz Chagna; Ana Iglesias Rodríguez. Characteristics of Women Associated in Imbabura Province: Contributions for a Model of Edu-Communication for Women Entrepreneurs. Communications in Computer and Information Science 2021, 129 -136.
AMA StyleClaudia Alicia Ruiz Chagna, Ana Iglesias Rodríguez. Characteristics of Women Associated in Imbabura Province: Contributions for a Model of Edu-Communication for Women Entrepreneurs. Communications in Computer and Information Science. 2021; ():129-136.
Chicago/Turabian StyleClaudia Alicia Ruiz Chagna; Ana Iglesias Rodríguez. 2021. "Characteristics of Women Associated in Imbabura Province: Contributions for a Model of Edu-Communication for Women Entrepreneurs." Communications in Computer and Information Science , no. : 129-136.
This article presents part of the results of a study devoted to the assessment of Spanish pre-adolescents’ digital competences between the ages of 11 and 13. It is based on the implementation of a validated digital competences test designed to cover the five digital competence areas included in the European Digital Competence Framework called DIGCOMP, a common framework of reference on digital competence in Europe: information, communication, content creation, safety and problem solving. This study is focused on the competence area of safety, specifically on its analysis in relation to Spanish pre-adolescents and whether their results regarding this competence area are influenced by how frequently they use social media. Likewise, a conceptual approach to digital competence, its assessment, digital safety and use of social media in adolescence is also provided. The methodology describes how the test, which focuses on the area of safety, was administered to 595 pre-adolescents. The results show an average competence level in such area, which is insufficient considering current data on social media usage frequency. Besides, pre-adolescents who use social media moderately or do not use them at all display better digital competences in the area of safety in terms of knowledge, skills and attitudes.
Azucena Hernández-Martín; Marta Martín-Del-Pozo; Ana Iglesias-Rodríguez. Pre-adolescents’ digital competences in the area of safety. Does frequency of social media use mean safer and more knowledgeable digital usage? Education and Information Technologies 2020, 26, 1043 -1067.
AMA StyleAzucena Hernández-Martín, Marta Martín-Del-Pozo, Ana Iglesias-Rodríguez. Pre-adolescents’ digital competences in the area of safety. Does frequency of social media use mean safer and more knowledgeable digital usage? Education and Information Technologies. 2020; 26 (1):1043-1067.
Chicago/Turabian StyleAzucena Hernández-Martín; Marta Martín-Del-Pozo; Ana Iglesias-Rodríguez. 2020. "Pre-adolescents’ digital competences in the area of safety. Does frequency of social media use mean safer and more knowledgeable digital usage?" Education and Information Technologies 26, no. 1: 1043-1067.
La digiculturalidad expresa una realidad integradora de competencias clave para poder hablar de un aprendizaje intercultural en entornos virtuales, a los que poder acceder desde la escuela (Priegue y Leiva, 2012). En la actualidad, estas competencias han adquirido una relevancia social y educativa tal que las convierte en herramientas imprescindibles para afrontar la igualdad de oportunidades y la inclusión social; a la vez que se constituyen en un entorno ecológico específico para el desarrollo de la interculturalidad desde los contextos escolares (Hernández e Iglesias, 2017). Partiendo de esta reflexión, en este trabajo se pretende elaborar un mapa de recursos digitales sobre interculturalidad que sirva como herramienta de apoyo en el proceso de enseñanza-aprendizaje de la competencia intercultural. Asimismo se persigue poner en valor la información y el conocimiento como recursos contra la discriminación, el racismo, el prejuicio y estereotipos de diversa índole. Para conseguir tales fines se identifican y seleccionan las fuentes de información pertinentes, se propone una clasificación según sus características y finalidad, y se describen sus principales prestaciones. La existencia o no de recursos especializados en la materia objeto de estudio permitirá comprobar la relevancia otorgada a la interculturalidad en una sociedad globalizada. Digiculturality expresses an integrating reality of key competences in order to be able to speak of intercultural learning in virtual environments, which can be accessed from school (Priegue and Leiva, 2012). At present, these competencies have acquired a social and educational relevance that makes them essential tools to face equality of opportunities and social inclusion, while constituting a specific ecological environment for the development of interculturality from school contexts (Hernandez and Iglesias, 2017). Starting from this reflection, this work aims to develop a map of digital resources on interculturality that serves as a support tool in the teaching-learning process of intercultural competence. It also seeks to value information and knowledge as resources against discrimination, racism, prejudice and stereotypes of various kinds. To this end, relevant sources of information will be identified and selected, a classification according to their characteristics and purpose will be proposed, and their main benefits will be described. The existence or not of specialized resources in the subject matter of study will make it possible to verify the relevance given to interculturality in a globalized society.
Ana Iglesias Rodríguez; Yolanda Martín González; Azucena Hernández Martín. Map of digital resources for the study of Interculturality in schools. Revista Electrónica Interuniversitaria de Formación del Profesorado 2019, 23, 1 .
AMA StyleAna Iglesias Rodríguez, Yolanda Martín González, Azucena Hernández Martín. Map of digital resources for the study of Interculturality in schools. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2019; 23 (1):1.
Chicago/Turabian StyleAna Iglesias Rodríguez; Yolanda Martín González; Azucena Hernández Martín. 2019. "Map of digital resources for the study of Interculturality in schools." Revista Electrónica Interuniversitaria de Formación del Profesorado 23, no. 1: 1.
El propósito de este artículo de revisión es conocer la evolución de la educación inclusiva como objeto de investigación, tomando como referencia la producción científica generada durante los 25 años transcurridos desde la Declaración de Salamanca, para valorar qué retos quedan por cumplir y orientar todas las acciones y esfuerzos en esta dirección. Para ello, se ha realizado un análisis bibliométrico, basado en los parámetros de autoría, revista y artículo científico, de aquellos estudios en lengua española centrados en la educación inclusiva desde el año 1994 hasta la actualidad, publicados en revistas indexadas de la basede datos Scopus. Los resultados muestran que son escasos los estudios hechos en español sobre esta materia; que los autores desarrollan su labor principalmente en el ámbito universitario y de manera individual o en grupos de dos o tres; que el acceso y visibilidad de los trabajos se encuentra aún limitado al ser escasas las publicaciones editadas en acceso abierto y al no ocupar las revistas posiciones relevantes en el Scimago Journal Rank (SJR); y,por último, que la publicación de los artículos se concentra en los últimos 10 años siendo el número de citas recibidas una o ninguna. Esto indica la escasa relevancia de los trabajos en estudios científicos posteriores. En suma, las acciones, tanto en el ámbito nacional como internacional, han generado importantes logros, pero sigue siendo preciso abordar los numerososdesafíos que quedan pendientes, no exentos de obstáculos pero sí repletos de nuevos estímulos orientados a la acción, a la reflexión y al compromiso docente
Ana Iglesias Rodríguez; Yolanda Martín González. La producción científica en Educación Inclusiva: avances y desafíos. Revista Colombiana de Educación 2019, 1, 1 .
AMA StyleAna Iglesias Rodríguez, Yolanda Martín González. La producción científica en Educación Inclusiva: avances y desafíos. Revista Colombiana de Educación. 2019; 1 (78):1.
Chicago/Turabian StyleAna Iglesias Rodríguez; Yolanda Martín González. 2019. "La producción científica en Educación Inclusiva: avances y desafíos." Revista Colombiana de Educación 1, no. 78: 1.
In this paper we review the relevance of the models of Collaborative Learning (CL) in Primary Education, also exploring the integration of Information and Communication Technology (ICT) in these processes. Through the case study method, the main objective of this article is to describe the design, implementation and evaluation of a collaborative experience with ICT involving students in the 5th year of Primary Education in a Spanish school. Information has been collected from all those involved: teachers, tutors, teacher ICT support and students from two classes participating in the investigation. The results confirm the fact that ICT provide tools and channels that have multiplied the possibilities to carry out collaborative projects, providing quality assurance to share and communicate. The experience presented provides evidence to confirm this, and at the same time, confronts the dominant methodology based more on individual learning where the teacher continues to exercise the role of sole transmitter of knowledge.
Ana Iglesias Rodríguez; Blanca García Riaza; Mª Cruz Sánchez-Gómez. Collaborative learning and mobile devices: An educational experience in Primary Education. Computers in Human Behavior 2017, 72, 664 -677.
AMA StyleAna Iglesias Rodríguez, Blanca García Riaza, Mª Cruz Sánchez-Gómez. Collaborative learning and mobile devices: An educational experience in Primary Education. Computers in Human Behavior. 2017; 72 ():664-677.
Chicago/Turabian StyleAna Iglesias Rodríguez; Blanca García Riaza; Mª Cruz Sánchez-Gómez. 2017. "Collaborative learning and mobile devices: An educational experience in Primary Education." Computers in Human Behavior 72, no. : 664-677.
The objective of this work is to evaluate the strategy of triangulation in the validation of information by integrating quantitative/qualitative information based on the use of different statistics software packages In our case, we opted to begin with a quantitative strategy and use IBM SPSS AMOS Statistics; we then replicated the study with a qualitative strategy using NVIVO. To this end, we used as an example case a study conducted on a sample of 445 university teaching personnel regarding intentions to use the blended learning teaching model in their usual teaching practice. We did so to analyse the extent to which it is possible to explain the process of adopting this educational method as well as its use and its dissemination in higher-education contexts, taking as a theoretical reference the Unified Theory of Acceptance and Use of Technology and the Theory of Diffusion of Innovation, proposed by E. Rogers. The analyses carried out verified the convergence or overlap of the results obtained after the application of different methods of data collection (a questionnaire and interviews) for the same study object. The results confirm the benefit of using data-processing software as a resource to facilitate multimethod strategies in educational research owing to its strengthening of results and the examination of the level of convergence or divergences within them.
María Cruz Sánchez-Gómez; Ana Iglesias-Rodríguez; Antonio Víctor Martín-García. Software as a facilitator of quality processes in social sciences research. Quality & Quantity 2017, 52, 2515 -2533.
AMA StyleMaría Cruz Sánchez-Gómez, Ana Iglesias-Rodríguez, Antonio Víctor Martín-García. Software as a facilitator of quality processes in social sciences research. Quality & Quantity. 2017; 52 (6):2515-2533.
Chicago/Turabian StyleMaría Cruz Sánchez-Gómez; Ana Iglesias-Rodríguez; Antonio Víctor Martín-García. 2017. "Software as a facilitator of quality processes in social sciences research." Quality & Quantity 52, no. 6: 2515-2533.
Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.
Ana Iglesias Rodríguez; Blanca Garcia Riaza. Learning Goes Mobile. Blended Learning 2017, 650 -675.
AMA StyleAna Iglesias Rodríguez, Blanca Garcia Riaza. Learning Goes Mobile. Blended Learning. 2017; ():650-675.
Chicago/Turabian StyleAna Iglesias Rodríguez; Blanca Garcia Riaza. 2017. "Learning Goes Mobile." Blended Learning , no. : 650-675.
Mobile devices (MD) are increasingly becoming tools that transcend the playful-communicative function to grow into elements for classroom learning. The benefits of the mobile learning to teaching and learning processes are varied and relevant, but not in all stages of education are they having the same depth and the same perception by students. With this study we intend to delve into the data described by García-Riaza and Iglesias-Rodríguez [3] to learn in detail about the level of inclusion of mobile devices in university classrooms, as well as the perception of students in the final year of Degree and Master programs in education on these devices and their future use as professionals. To this end, we selected a sample of students from the University of Salamanca to collect data through a questionnaire. These data have been analyzed following a quantitative methodology, a non-experimental method of descriptive type. The data obtained are proof of the positive perception of students towards the MD, of their interest and willingness in managing them in the academic and professional contexts, but also the intuitive component of its actual use and lack of training in the use thereof. With this information, our prospective work is now focused on promoting a greater presence of these devices in university classrooms, as well as increasing the training in the educational use of them.
Blanca García-Riaza; Ana Iglesias-Rodríguez. Mobile devices as learning tools. Proceedings of the Fourth International Conference on Animal-Computer Interaction 2016, 637 -641.
AMA StyleBlanca García-Riaza, Ana Iglesias-Rodríguez. Mobile devices as learning tools. Proceedings of the Fourth International Conference on Animal-Computer Interaction. 2016; ():637-641.
Chicago/Turabian StyleBlanca García-Riaza; Ana Iglesias-Rodríguez. 2016. "Mobile devices as learning tools." Proceedings of the Fourth International Conference on Animal-Computer Interaction , no. : 637-641.
University education is nowadays facing the need to rethink teaching processes carried out, to accommodate them to new understandings about how the human beings learn, also transcending the use, access and appropriation of a methodology adapted to changing times where, no doubt, mobile devices have a leading role. Besides their obvious communicative and playful function, teachers and learners must be aware of the pedagogical potential of these devices that can become allies in educational processes. This study analyzes the perception of university students, enrolled in the Pre-Primary and Primary Teacher Training Degrees at the University of Salamanca (Spain), about the use of mobile devices as tools to assist the learning process and as gadgets to practice and boost the learning process carried out in the classroom. Relevant outcomes have been extracted from the inspection of the data obtained through a survey to students, what has enabled us to draw interesting conclusions about the opinion of students about the inclusion of mobile devices as learning resources at tertiary level, that unravel the good disposition of the students polled towards the incorporation of these devices, both to university classes as well as to their future professional development.
Blanca García Riaza; Ana Iglesias Rodríguez. Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees. International Journal of Human Capital and Information Technology Professionals 2016, 7, 19 -35.
AMA StyleBlanca García Riaza, Ana Iglesias Rodríguez. Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees. International Journal of Human Capital and Information Technology Professionals. 2016; 7 (2):19-35.
Chicago/Turabian StyleBlanca García Riaza; Ana Iglesias Rodríguez. 2016. "Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees." International Journal of Human Capital and Information Technology Professionals 7, no. 2: 19-35.
Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.
Ana Iglesias Rodríguez; Blanca Garcia Riaza. Learning Goes Mobile. Advances in Civil and Industrial Engineering 2016, 472 -496.
AMA StyleAna Iglesias Rodríguez, Blanca Garcia Riaza. Learning Goes Mobile. Advances in Civil and Industrial Engineering. 2016; ():472-496.
Chicago/Turabian StyleAna Iglesias Rodríguez; Blanca Garcia Riaza. 2016. "Learning Goes Mobile." Advances in Civil and Industrial Engineering , no. : 472-496.
ICT constitutes a suitable tool for the generation of joint communicative spaces where manifold variables may converge and a wide range of methodologies and strategies can be activated, thus fostering richer levels of interaction and swift communication between its users. This case describes and analyses the collaborative work experiences with ICT that are being implemented in the third cycle of Primary Education in schools located in north-western Spain (Region of Castile and León). The results evince that teachers hold a positive view once they have used such technology-based approaches, although they demand a better provision of infrastructures and more institutional support, including specific aids for life-long learning schemes. Conclusions of this study have been drawn both to help and to offer some guidance to teachers engaged in innovative, collaborative, and technologically-assisted curricular processes within 2.0 school settings.
Ana Iglesias Rodríguez; Mª Cruz Sánchez-Gómez; Concepción Pedrero Muñoz. Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level. Journal of Cases on Information Technology 2014, 16, 33 -50.
AMA StyleAna Iglesias Rodríguez, Mª Cruz Sánchez-Gómez, Concepción Pedrero Muñoz. Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level. Journal of Cases on Information Technology. 2014; 16 (3):33-50.
Chicago/Turabian StyleAna Iglesias Rodríguez; Mª Cruz Sánchez-Gómez; Concepción Pedrero Muñoz. 2014. "Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level." Journal of Cases on Information Technology 16, no. 3: 33-50.
Ma Cruz Sánchez Gómez; Ana Iglesias Rodríguez; Concepción Pedrero Muñoz. Collaborative work experiences in level 5 ICT primary schools. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality - TEEM '13 2013, 495 -500.
AMA StyleMa Cruz Sánchez Gómez, Ana Iglesias Rodríguez, Concepción Pedrero Muñoz. Collaborative work experiences in level 5 ICT primary schools. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality - TEEM '13. 2013; ():495-500.
Chicago/Turabian StyleMa Cruz Sánchez Gómez; Ana Iglesias Rodríguez; Concepción Pedrero Muñoz. 2013. "Collaborative work experiences in level 5 ICT primary schools." Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality - TEEM '13 , no. : 495-500.
La experiencia que se presenta muestra la percepción que tiene el profesorado de un centro preferente de integración de la ciudad de Salamanca (España) sobre la cultura escolar, con este fin se utilizan algunos indicadores extraídos del Index for Inclusion elaborado por Tony Booth y Mel Ainscow en el año 2005, a partir del análisis de algunas de las dimensiones establecidas para llevar a cabo en la práctica los procesos de inclusión. Uno de los indicadores de Escuela Inclusiva expuesto en el Index de Inclusión (Booth y Ainscow, 2005) es la “Cultura Escolar”. Se estudió dicho aspecto con base en la opinión recogida de docentes implicados en el proceso de enseñanza-aprendizaje, mediante la aplicación de un cuestionario elaborado a partir de la selección de algunos de los ítems contenidos en las siete subdimensiones denominadas “construir comunidad” y las seis subdimensiones de “valores inclusivos”. El análisis de los datos servirá para la evaluación del Centro y la planificación de propuestas de mejora en la inclusión para que no sólo el profesorado, sino también las familias y el alumnado sean cada vez más partícipes en la construcción de una Escuela para Todos.
Ana Iglesias Rodríguez; María Isabel Calvo Álvarez. Análisis de la cultura escolar en un Centro Preferente de Integración. Innovaciones Educativas 2011, 12, 23 -31.
AMA StyleAna Iglesias Rodríguez, María Isabel Calvo Álvarez. Análisis de la cultura escolar en un Centro Preferente de Integración. Innovaciones Educativas. 2011; 12 (17):23-31.
Chicago/Turabian StyleAna Iglesias Rodríguez; María Isabel Calvo Álvarez. 2011. "Análisis de la cultura escolar en un Centro Preferente de Integración." Innovaciones Educativas 12, no. 17: 23-31.