scholarly journals LA REALIDAD AUMENTADA EN EL AULA DE EDUCACIÓN PRIMARIA

2017 ◽  
Vol 3 (5) ◽  
pp. 634
Author(s):  
Verónica Marín Díaz ◽  
Begoña Esther Sampedro Requena ◽  
Juan Manuel Muñoz González
Keyword(s):  
Augmented Reality ◽  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Learning Processes ◽  
Quantitative Methodology ◽  
Special Educational Needs ◽  
Future Teachers ◽  
School Teaching ◽  
Educación Primaria

RESUMEN En el presente trabajo planteamos la valoración, por parte de los futuros docentes, de la realidad aumentada como recurso didáctico dentro de la Educación Primaria. La investigación la abordamos desde una metodología cuantitativa, a través del uso de un cuestionario creado ad hoc y conformado por 32 ítem que hacen referencia a determinados aspectos educativos (inclusividad, necesidades educativas especiales, procesos de e-a…). Se ha trabajado con una muestra de carácter incidental de 208 estudiantes, pertenecientes al Grado de Educación Primaria de la Facultad de Ciencias de la Educación de la Universidad de Córdoba. Las conclusiones nos indican que los futuros maestros, en su formación inicial, consideran la realidad aumentada como una herramienta que puede ser valiosa y relevante para el desarrollo de los currículos, así como de la educación inclusiva.   PALABRAS CLAVE: Realidad aumentada; formación inicial docente; educación primaria; metodología; TIC.     RESUMO Neste trabalho, propomos a avaliação de futuros professores, a realidade aumentada como recurso didático no ensino primário. A abordagem de pesquisa a partir de uma metodologia quantitativa através do uso de um questionário criado ad hoc e composta por 32 itens que se referem a certos aspectos educacionais (inclusividade, necessidades educativas especiais, processos e-a ...). Ele tem trabalhado com uma amostra de 208 estudantes caráter incidental pertencente ao grau de Educação Primária, Faculdade de Ciências da Educação da Universidade de Córdoba. Os resultados indicam que os futuros professores na sua formação inicial, realidade aumentada considerado como uma ferramenta que pode ser útil e relevante para o desenvolvimento de currículos, bem como a educação inclusiva.   PALAVRAS-CHAVE: Realidade aumentada; de formação inicial de profesores; educação primária; metodología; TIC.     ABSTRACT In this paper we propose the assessment of the augmented reality by future teachers, as a teaching resource in the Primary Education stage. The research was carried out from a quantitative methodology approach, using a 32-item questionnaire that was created ad hoc and refer to specific learning aspects (inclusivity, special educational needs, teaching-learning processes…). We worked with an incidental sample of 208 students from the Primary School Teaching Degree belonging to the Faculty of Educational Sciences in the University of Cordoba. The findings indicated that future teachers in their initial training, considered the augmented reality as a valuable resource that can help improve learning processes and stimulate the development of curriculum objectives and inclusive education.   KEYWORDS: Augmented reality; initial teacher training; primary education; methodology; ICT.  

scholarly journals Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

2020 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Jesús López Belmonte ◽  
Santiago Pozo Sánchez ◽  
Arturo Fuentes Cabrera ◽  
José María Romero Rodríguez
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Quantitative Methodology ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
The Impact

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

scholarly journals Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

2020 ◽  
Vol 12 (19) ◽  
pp. 8116
Author(s):  
María Graciela Badilla-Quintana ◽  
Eileen Sepulveda-Valenzuela ◽  
Margarita Salazar Arias
Keyword(s):  
Academic Achievement ◽  
Augmented Reality ◽  
Inclusive Education ◽  
Research Problem ◽  
Educational Needs ◽  
Constructivist Theory ◽  
Special Educational Needs ◽  
Sustainable Technology ◽  
Classroom Diversity ◽  
Cognitive Justice

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.

scholarly journals Percepción del profesorado de orientación educativa de la atención a la diversidad en centros de primaria y secundaria en Asturias (España)//Perception of educational guidance teachers about diversity in elementary and secondary schools in Asturias (Spain)

2018 ◽  
Vol 29 (2) ◽  
pp. 71 ◽  
Author(s):  
Mirian Miranda Morais ◽  
Joaquín Lorenzo Burguera Condon ◽  
José Miguel Arias Blanco ◽  
Elsa Peña Suárez
Keyword(s):  
School Counselors ◽  
Primary Education ◽  
Ad Hoc ◽  
Wide Margin ◽  
Open Questions ◽  
Educational Guidance ◽  
Attention To Diversity ◽  
Educación Primaria ◽  
Guidance Teachers ◽  
Training Organization

RESUMEN El objetivo de este estudio es conocer la perspectiva del profesorado de Orientación Educativa respecto a cómo se responde a la diversidad en los centros educativos que imparten las enseñanzas correspondientes a la enseñanza básica, Educación Primaria (EP) y Educación Secundaria Obligatoria (ESO), identificar las diferencias que existen y analizar  fortalezas y debilidades en función de la etapa. Se ha realizado un estudio descriptivo mediante encuesta, aplicando un cuestionario de elaboración propia que incluye aspectos referidos a variables sociodemográficas y al contexto de centro, una escala Likert, compuesta por 43 ítems, que tiene por objeto la evaluación de la atención a la diversidad en los centros y una serie de preguntas abiertas para conocer los aspectos que favorecen y dificultan la atención a la diversidad y propuestas de mejora. En la investigación han participado un total de 143 orientadores de la Comunidad Autónoma del Principado de Asturias. Los resultados ponen de manifiesto una valoración media de la atención a la diversidad ligeramente positiva, aunque con un amplio margen de mejora. La comparación entre las etapas evidencia que existen diferencias significativas en la valoración global y en los elementos referidos a las actitudes, la formación del profesorado, la organización y la contextualización de los documentos del centro para atender a la diversidad. Estas valoraciones alcanzan puntuaciones medias superiores en la ESO y los informantes perciben más fortalezas en esta etapa que en la EP.ABSTRACT  The aim of this paper is to analyze the school counselors' perspective on how the schools respond to diversity in Primary Education (PE) and Compulsory Secondary Education (CSE) in order to identify differences and analyze strengths and weaknesses according to educational stages. A descriptive study has been conducted through a survey. Different instruments have been applied for data collection: an "ad hoc" questionnaire, which includes aspects related to sociodemographic variables, issues related to the context of the schools, a Likert scale composed of 43 items that aims to evaluate diversity (measures of attention to diversity) in the schools and a set of open questions to know which aspects favor and hinder the real application of the measures of attention to the diversity and the proposals of improvement. The research involved 143 school counselors from the Autonomous Community of the Principality of Asturias. The results show a slight positive average valuation of diversity, although with a wide margin of improvement. The comparison between the stages shows that there are significant differences in the overall assessment and elements related to attitudes, teacher training, organization and contextualization of the schools’ documents to address diversity. These assessments reach higher average scores in the CSE stage and teachers perceive more strenghts at this stage than in Primary Education stage.

scholarly journals Los juegos populares como recurso didáctico para la mejora de hábitos de vida saludables en la era digital (Popular games as a teaching resource for the improvement of healthy living habits in the digital time)

Retos ◽  
2019 ◽  
pp. 266-272
Author(s):  
Jesús López Belmonte ◽  
Santiago Pozo Sánchez ◽  
Arturo Fuentes Cabrera ◽  
Manuel Ricardo Vicente Bujez
Keyword(s):  
Classroom Climate ◽  
Ad Hoc ◽  
Quantitative Methodology ◽  
Cross Sectional ◽  
Healthy Life ◽  
Bivariate Correlation ◽  
Raising Awareness ◽  
Life Habits ◽  
Educación Primaria ◽  
Methodological Aspects

Las peculiaridades que presenta la sociedad actual junto a la imparable revolución tecnológica están provocando altos índices de sedentarismo, patologías y adicciones a los recursos digitales que nos rodean. Para hacer frente a esta situación, desde las instituciones escolares, se aboga por el fomento de juegos populares como vía de concienciación, motivación y promoción de hábitos de vida activos y saludables en los discentes. Así, el objetivo de esta investigación es analizar la incidencia de la práctica de juegos populares entre el alumnado de Educación Primaria. Para ello, se ha tomado una muestra de 3728 alumnos pertenecientes a 18 centros educativos de naturaleza cooperativa en la Comunidad Autónoma de Andalucía y la Ciudad Autónoma de Ceuta. En cuanto a los aspectos metodológicos se ha seguido un diseño no experimental de corte transversal, descriptivo y correlacional bivariado, a través de una metodología cuantitativa, empleando como instrumento un cuestionario ad hoc. Los resultados revelan que los discentes no siguen una vida activa fuera del horario escolar y manifiestan altos índices de adicción tecnológica. Además, se concluye que los juegos populares han contribuido a la mejora de la motivación, la satisfacción, la participación y el clima de aula en los distintos cursos analizados aunque no han conseguido dinamizar la colaboración de las familias. En relación con el género, se produce cierto dominio de las chicas en cuanto a la motivación, la participación, la cooperación y la adicción tecnológica frente a la satisfacción producida en los chicos.(The peculiarities of today's society along with the unstoppable technological revolution are causing high rates of sedentary lifestyle, pathologies and addictions to the digital resources that surround us. To deal with this situation, from the school institutions, the promotion of popular games is advocated as a way of raising awareness, motivation and promotion of active and healthy life habits in the students. Thus, the objective of this research is to analyze the incidence of the practice of popular games among the students of Primary Education. For this, a sample of 3728 students belonging to 18 educational centers of a cooperative nature in the Autonomous Community of Andalucia and the Autonomous City of Ceuta was taken. Regarding the methodological aspects, a non-experimental cross-sectional, descriptive and bivariate correlation design was followed through a quantitative methodology, using as an instrument an ad hoc questionnaire. The results reveal that students do not follow an active life outside school hours and manifest high rates of technological addiction. In addition, it is concluded that popular games have contributed to the improvement of motivation, satisfaction, participation and classroom climate in the different courses analyzed although they have not been able to stimulate the collaboration of families. In relation to gender, there is a certain dominance of girls in terms of motivation, participation, cooperation and technological addiction compared to the satisfaction produced in boys.)

scholarly journals Diseño, fiabilidad y validez de una herramienta para el análisis de las imágenes de los libros de texto de Educación Física (Design, reliability, and validity of a tool for the analysis of images of physical education textbooks)

Retos ◽  
2018 ◽  
pp. 240-246
Author(s):  
Irene Moya-Mata ◽  
Julio Martín Ruiz ◽  
Laura Ruiz Sanchis ◽  
Concepción Ros Ros
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Reliability And Validity ◽  
Kappa Coefficient ◽  
Image Analysis System ◽  
Human Figure ◽  
Analysis System ◽  
Educación Primaria ◽  
Analysis Errors

Esta investigación tiene como objetivo diseñar una herramienta, a partir de dos sistemas de categorías validados previamente, que pudiera analizar las imágenes impresas en los libros de texto de Educación Física (EF) en la etapa de Educación Primaria. Para ello se desarrolló SAIMEF (Sistema de Análisis de Imágenes en Educación Física), una aplicación php diseñada ad hoc, que facilita el acceso al sistema y minimiza los errores de análisis. La herramienta consta de dos sistemas de categorías para el análisis: SC-I para las imágenes en las que aparece la figura humana realizando actividad física (con 72 indicadores) y SC-II para el resto de las imágenes (con 47 indicadores). La validez del sistema se realizó mediante el análisis de tres observadores para comprobar la congruencia de la herramienta. La muestra se compuso de 192 imágenes publicadas en los libros de texto de EF en Educación Primaria, bajo la Ley Orgánica de Educación. Para el cálculo de la fiabilidad del sistema se aplicó el coeficiente de Kappa que obtuvo una concordancia de 0.81. Los resultados obtenidos indicaron que la herramienta SAIMEF es fiable y válida para analizar las imágenes de los libros de texto de EF en la etapa de Primaria. Abstract. This research aims to design a tool from two previously validated category systems that could analyze images printed on textbooks of Physical Education (PE) in Primary Education. For this, SAIMEF (Image Analysis System in Physical Education) was developed, a php application designed ad hoc, which facilitates access to the system and minimizes analysis errors. The tool consists of two systems of categories for the analysis: SC-I for the images in which the human figure appears performing physical activity (with 72 indicators) and SC-II for the rest of the images (with 47 indicators). The validity of the system was assessed through the analysis of three observers who checked the congruence of the tool. The sample consisted of 192 images published in textbooks of PE in Primary Education under the Education Law. Kappa coefficient was employed to calculate the reliability of the system, obtaining a concordance of 0.81. The results indicated that the SAIMEF tool is reliable and valid to analyze the images of textbooks in primary PE.

DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 6-10
Author(s):  
Kochesokova M.G. ◽  
Nogerova M.T. ◽  
Taukenova L.M. ◽  
Afaunova L.M.
Keyword(s):  
Experimental Model ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Future Teachers ◽  
Formative Experiment ◽  
Raising Children ◽  
Special Children ◽  
And Control

The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.

scholarly journals La expresión oral en primaria: A propósito de una experiencia práctica en el aula

2016 ◽  
pp. 31
Author(s):  
Luis Ángel Prieto Carnicero ◽  
Isabel Cantón Mayo
Keyword(s):  
Primary Education ◽  
Language Proficiency ◽  
Ad Hoc ◽  
Language Skills ◽  
Total Sample ◽  
Practical Experience ◽  
Education Students ◽  
Oral Expression ◽  
Educación Primaria ◽  
Type Of School

RESUMENEl objetivo general de este trabajo es evaluar el nivel de expresión oral en la competencia lingüística adquirido por el alumnado de Educación Primaria. Asimismo, se pretende analizar la influencia que pudieran tener variables como el género y el tipo de centro. La muestra está compuesta por un total de 60 individuos, que presentan una edad comprendida entre los 9 y los 10 años, a quienes se les aplicó una prueba ad hoc de expresión oral, a través de una ilustración. Entre los resultados se destaca que la expresión oral del alumnado se encuentra en un nivel medio.Palabras clave: Expresión oral, educación primaria, competencia lingüística.The oral expression in Primary Education: A practical experience in the classroomABSTRACTThe overall objective of this study is to evaluate the level of oral expression in the language skills acquired by Primary Education students. It also aims to analyze the influence of variables such as gender and type of school. The total sample consists of 60 individuals between 9 and 10 years old, who passed an ad hoc test of oral expression through an illustration. Among other results, their oral expression is at a medium level.Keywords: Oral expression, primary education, language proficiency.

scholarly journals La formación docente ante el trastorno del espectro autista

2019 ◽  
pp. 59-66
Author(s):  
Sánchez-Blanchart J. ◽  
A. Sánchez-Oliva ◽  
JC. Pastor-Vicedo ◽  
J. Martínez-Martínez
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
Ad Hoc ◽  
Teaching Practice ◽  
Autism Spectrum ◽  
Learning Disorders ◽  
Special Educational Needs ◽  
Students With Autism ◽  
Educational Need ◽  
Formación Docente

La formación docente en trastornos del aprendizaje es vital para alcanzar una verdadera educación competencial e inclusiva y la actividad física adquiere especial significado. El objetivo del presente estudio fue valorar la formación que tienen los docentes en activo sobre el alumnado con Trastorno del Espectro Autista (TEA) y qué factores pueden influir en la mejora de la práctica docente. La muestra está formada por un total de 68 docentes de diferentes centros educativos públicos de la provincia de Toledo (CLM). Se utilizó un cuestionario ad hoc basado en la literatura científica y revisado por expertos. Los resultados muestran como existe una escasa formación respecto al tratamiento del alumnado con necesidades educativas especiales y alumnos TEA. Potenciar el apoyo dentro del aula al docente y disponer de mayor número y disponibilidad de programas de intervención adecuados a cada tipo de necesidad educativa, servirá para paliar las posibles carencias al respecto. Teacher training in learning disorders is vital to achieve a true competence and inclusive education and physical activity acquires special significance. The objective of this study was to assess the training that teachers have active on students with Autism Spectrum Disorder (ASD) and what factors can influence the improvement of teaching practice. The sample consists of a total of 68 teachers from different public schools in the province of Toledo (CLM). An ad hoc questionnaire based on scientific literature and reviewed by experts was used. The results show how there is little training regarding the treatment of students with special educational needs and ASD students. Enhance the support within the classroom to the teacher and have more number and availability of intervention programs appropriate to each type of educational need, will serve to alleviate the possible shortcomings in this regard.

scholarly journals Estudio sobre el patrimonio de la ciudad de Lorca en educación primaria

2019 ◽  
pp. 11
Author(s):  
Silvia Martínez de Miguel López ◽  
Juan Antonio Salmerón Aroca ◽  
María Luz Serrano Ruiz
Keyword(s):  
Cultural Heritage ◽  
Primary Education ◽  
Experimental Research ◽  
Ad Hoc ◽  
Primary School Students ◽  
Education Students ◽  
School Students ◽  
Level Of Knowledge ◽  
Educación Primaria ◽  
The City

Resumen: El objetivo de este trabajo es analizar el nivel de conocimientos, que posee el alumnado de educación primaria de Lorca (Murcia), acerca de los bienes culturales de la ciudad después del seísmo que asoló a la ciudad en 2011. En el marco de un diseño de investigación no experimental, de tipo exploratorio, se empleó un cuestionario creado ad hoc, que fue aplicado a 156 escolares de educación primaria. Los resultados del estudio muestran una evidente capacidad de mejora respecto al nivel de conocimiento y grado de frecuentación del alumnado al patrimonio histórico artístico. Se concluye que, a pesar de más de un lustro de rehabilitación del patrimonio lorquino, sin embargo, el conocimiento por parte del alumnado es todavía escaso frente a sus posibilidades pedagógicas, siendo necesario promover e incrementar su frecuentación, difusión, divulgación y conocimiento desde la escuela.Abstract: The objective of this work is to analyze the level of knowledge of primary education students about the cultural and museum heritage, after having suffered the earthquake that devastated the city on 2011. A non-experimental research design, of an exploratory type, was used an ad hoc questionnaire, which was applied to 156 primary school students. The results of the study show an evident improvement in the level of knowledge and degree of attendance of the local cultural heritage.  It is concluded that, despite after more than a few years of rehabilitation of the lorquino heritage, however, the knowledge of the students is still low compared to their pedagogical possibilities, being necessary to promote and to increase their frequency, dissemination, dissemination and knowledge from school.

scholarly journals Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity

2021 ◽  
Vol 11 (8) ◽  
pp. 413
Author(s):  
Carmen Nuria Arvelo-Rosales ◽  
Olga María Alegre de la Rosa ◽  
Remedios Guzmán-Rosquete
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Continuing Professional Development ◽  
Positive Development ◽  
Student Diversity ◽  
Initial Training ◽  
Special Needs Education ◽  
Development Of Competencies ◽  
Attention To Diversity

Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one’s professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.

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