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Dr. Practicum Ed. Primaria 20232024 - M. Inmaculada Pedrera
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Representative Publications
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Journal Article
Francisco-Ignacio Revuelta-Domínguez
Jorge Guerra-Antequera
Alicia González-PérezPPPracticum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Practicum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Alberto González-FernándezThis systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.
1
Journal Article
JBJorge Manuel Prieto Ballester
Jorge Manuel Prieto BallesterFrancisco-Ignacio Revuelta-DomínguezPPPracticum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Practicum Ed. Primaria 20232024 - M. Inmaculada PedreraThe education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.
Journal Article
MGMaría Ángeles García-Gil
María Ángeles García-GilFrancisco-Ignacio Revuelta-DomínguezPPPracticum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Practicum Ed. Primaria 20232024 - M. Inmaculada PedreraJorge Guerra-AntequeraThis study addresses the relationship between the use of video games and social–emotional learning in adolescents, in line with the Sustainable Development Goals (SDGs) of the United Nations, highlighting SDG 3 (Health and Well-being) and SDG 4 (Quality Education). The Video Game Experiences Questionnaire (VGEQ) was administered to 1146 high school students in Extremadura, Spain, aged 12 to 18 (M = 14.51; SD = 1.57). The VGEQ assessed dependence, negative consequences, and emotional experiences. The results highlighted significant gender differences, with men showing greater dependence and negative consequences related to video games than women. Furthermore, differences were observed by age, with more notable effects in late adolescents. A valuation was found between emotions such as unhappiness, fear, and anger and dependence and negative consequences. This study highlights the complex relationship between video game use, dependence, negative consequences, and emotions in adolescents, with important implications for the well-being and education of young people. Recognizing gender and age disparities underscores the need for a nuanced approach to addressing the social–emotional effects of video games in line with the United Nations SDGs 3 and 4.
Journal Article
Francisco-Ignacio Revuelta-DomínguezJorge Guerra-AntequeraJAJuan Antonio Antequera-Barroso
Juan Antonio Antequera-BarrosoPPPracticum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Practicum Ed. Primaria 20232024 - M. Inmaculada PedreraThis study focuses on the issue of school bullying and explores the potential of video games as a tool to prevent and address this problem. To accomplish this, the video game Monité, specifically designed for the prevention of school bullying, was utilized, using the paradigm of digital game-based learning as an intervention methodology that emphasizes its educational and recreational potential. This study was conducted using a quasi-experimental approach, employing a pre-test and post-test design with a non-equivalent control group. The sample consisted of 92 boys and girls from fifth and sixth grade in primary education in the province of Cáceres, Spain. Data were collected through questionnaires from the System for the Evaluation of Children and Adolescents (SENA), which allowed for the gathering of information on peer problems, school problems and family issues. The results show that there are significant differences between the intervention group and the control group regarding problems external to individuals. In conclusion, this study investigates the use of the video game Monité as a tool to prevent school bullying and analyzes its impact on students’ perception of external agents such as family, peer group, and school. Our findings support its implementation in educational environments as an effective strategy.
Preprint
JBJorge Manuel Prieto Ballester
Jorge Manuel Prieto BallesterFrancisco-Ignacio Revuelta-DomínguezPPPracticum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Practicum Ed. Primaria 20232024 - M. Inmaculada PedreraThe education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers had a sufficient level of digital teaching competence. This article aims to increase awareness of teachers' self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.
1 July 2018 in EDMETIC
Journal Article
Jorge Guerra-AntequeraPPPracticum Ed. Primaria 20232024 - M. Inmaculada Pedrera
Practicum Ed. Primaria 20232024 - M. Inmaculada PedreraFrancisco-Ignacio Revuelta-DomínguezLa consideración del juego como herramienta educativa es una constante en la cultura humana. Actualmente, la esencia del juego es la misma, pero han cambiado los formatos para llevarlo a cabo. En éste marco nacen los videojuegos, los cuáles han tenido una vertiginosa evolución considerándose en los últimos años como elementos educativos mediante el Digital Game Based Learning. También se han tenido en cuenta las emociones como elementos propios de los procesos de aprendizaje vinculados con una serie de atributos y habilidades identificados con la docencia. La investigación realizada versa sobre la identificación de aprendizajes de atributos y habilidades docentes y el tratamiento de las emociones a través del análisis de videojuegos con temáticas sociales como son This War of Mine, Papers, please! y Unmanned. Las técnicas de acopio de información han sido la observación y la entrevista. Mediante éstas técnicas los videojugadores deben identificar qué emociones, atributos y habilidades son capaces de experimentar y/o desarrollar mientras están jugando. A modo de conclusión, se puede señalar que el análisis de los videojuegos fue efectivo y se hallaron respuestas emocionales ante acciones desarrolladas en el juego, así como aprendizajes destacados para el docente del siglo XXI presentes en los tres videojuegos.
About Me
Doctor at the University of Extremadura. Graduate in Pedagogy with a Diploma in Teacher Training at the University of Salamanca. Accredited by ANECA as Titular de Universidad (Associate Professor), she is currently a lecturer at the Faculty of Teacher Training of the University of Extremadura as Contratada Doctora. Member of the research group Nodo Educativo. A specialist in emotional competences, her lines of work are the study of the emotional load of narratives in commercial and educational video games, gender in education, the development of emotional competences through ICT, mindfulness and emotional management, and collaborative work in learning in Higher Education. She has participated in the research project “The digital transformation of university degrees. Academic analytics, subjectivities and performance in pre-pandemic times and during COVID-19 (UNIDIGIT@L)” and in the teaching innovation project “Artificial Intelligence in Higher Education: the Integration of Generative Algorithms in University Degrees in Education.” Co-director and lecturer in different courses and master’s degrees at the University of Extremadura. Extraordinary Doctorate Award (2018) from the University of Extremadura. Author of several studies in indexed scientific journals, her work has been reflected in different book chapters and in 2019 she compiled the book “Retos y evidencias en la investigación con videojuegos en educación,” among others. She obtained one research sexenio in 2023.