scholarly journals Gender equality and ICT in the context of formal education: A systematic review

Comunicar ◽  
2020 ◽  
Vol 28 (63) ◽  
pp. 9-20 ◽  
Author(s):  
María-Paz Prendes-Espinosa ◽  
Pedro-Antonio García-Tudela ◽  
Isabel-María Solano-Fernández
Keyword(s):  
Systematic Review ◽  
Web 2.0 ◽  
Gender Equality ◽  
Formal Education ◽  
Semantic Networks ◽  
Gender Violence ◽  
Screening Process ◽  
Smart Classroom ◽  
Revisión Sistemática ◽  
The One

This article focuses on gender equality as one of the most relevant objectives of the educational system to alleviate gender violence and combat stereotypes. At the same time, ICTs have become a very important educational tool in a digital society like the one where we live. Around these two topics we conducted this research whose purpose is, from the scientific production of the last six years, to analyze the educational practices in formal contexts that deal with gender equality and ICTs (infant, primary, secondary and higher education). The research design is a systematic review, based on the PRISMA statement and the PICoS strategy, using the 2013-2019 search period. After a screening process of a total of 90 documents, 18 papers were found that cover both study topics (gender and ICTs). A content analysis supported by semantic networks was performed, using Atlas.ti v.8. Among the main results, we highlight that most of the good practices in the different educational levels are related to the use of web 2.0. and STEM competences. Finally, we recommend the design of proposals that work on gender through ICTs, with the “smart classroom" as an interesting suggestion that is part of the emerging pedagogies. Este artículo centra su interés en la igualdad de género, como uno de los objetivos más relevantes del sistema educativo para paliar la violencia de género y combatir los estereotipos. Paralelamente, las TIC se han convertido en una herramienta educativa muy importante en una sociedad digital como la que vivimos. En torno a estos dos tópicos llevamos a cabo esta investigación cuyo propósito es, a partir de la producción científica de los últimos seis años, analizar las prácticas educativas en contextos formales que trabajen la igualdad de género y las TIC (educación infantil, primaria, secundaria y superior). El diseño de investigación es una revisión sistemática, sustentada en la declaración PRISMA y la estrategia PICoS y usando el periodo de búsqueda 2013-2019. Tras el proceso de filtrado de un total de 90 documentos, se han encontrado 18 trabajos que contemplan ambos tópicos de estudio (género y TIC). Se ha realizado un análisis de contenidos apoyado en redes semánticas, usando para ello Atlas.ti v.8. Entre los principales resultados, destacamos que la mayoría de buenas prácticas en los diferentes niveles educativos se relacionan con la utilización de la web 2.0. y con las competencias STEM. Por último, se recomienda el diseño de propuestas que trabajen el género a través de las TIC, siendo la «smart classroom» una sugerencia de interés que forma parte de las pedagogías emergentes.

scholarly journals Estructura temporal, movimientos en pista y acciones de juego en pádel: revisión sistemática (Temporal structure, court movements and game actions in padel: a systematic review)

Retos ◽  
2017 ◽  
pp. 308-312
Author(s):  
Bernardino Javier Sánchez-Alcaraz Martínez ◽  
Javier Courel-Ibáñez ◽  
Jerónimo Cañas
Keyword(s):  
Systematic Review ◽  
Web Of Science ◽  
Temporal Structure ◽  
Google Scholar ◽  
Moderate Intensity ◽  
Exclusion Criteria ◽  
Screening Process ◽  
Revisión Sistemática ◽  
Gender And Age ◽  
Review Current

El objetivo de este estudio fue realizar una revisión sistemática sobre los requerimientos de la competición en pádel para identificar las variables más estudiadas y sus principales resultados. Se realizó una búsqueda electrónica en cuatro bases de datos: Scopus, Web of Science, SportDiscus y Google Scholar. Se utilizaron principios de revisión sistemática para identificar y seleccionar posibles estudios elegibles de acuerdo a los criterios de inclusión y exclusión definidos. De un total de 124 artículos identificados en la búsqueda inicial, se incluyeron 17 después del proceso de selección. Los artículos se clasificaron en función de la temática de estudio (estructura temporal, acciones de juego y movimientos en pista), año, muestra y principales resultados. En general, los resultados indican que el pádel es un deporte de carácter intermitente, con esfuerzos interválicos, provocados por acciones repetitivas de corta duración y moderada intensidad. Se han encontrado importantes diferencias en aspectos temporales y del estilo de juego en función del género y la edad de los jugadores. Sin embargo, la mayoría de los trabajos revisados analizan las relaciones entre una serie de variables o comportamientos asilados durante la competición, encontrando carencias de investigaciones holísticas, dinámicas y complejas de acuerdo a los métodos y técnicas actuales utilizadas en el estudio del análisis de la competición. En conclusión, los resultados expuestos contribuyen al desarrollo del conocimiento científico en pádel, permitiendo el diseño de futuros estudios más complejos e intervenciones específicas que respondan a las necesidades de la competición en este deporte. Abstract. We aimed to review current literature on padel competition requirements to identify the most common research topics and main findings. Literature was sought via an electronic search of four databases: Scopus, Web of Science, SportDiscuss and Google Scholar. Systematic review principles were employed to identify and select potential eligible studies according to defined inclusion and exclusion criteria. In total, 124 studies were identified in the original database search, which were reduced to 17 after screening process. Then, articles were classified based on topic (temporal structure, game actions, and movements), year, sample, and main results. Overall, results allow defining padel as an intermittent sport including interval efforts provoked by repetitive actions of short duration and moderate intensity. Important differences in temporal structure and game styles were observed regarding players’ gender and age. However, the majority of the reviewed studies reported associations between isolated variables and behaviors during competition, detecting a deficiency of holistic, dynamic and complex research in line with current methods and techniques employed in match analysis. To conclude, the presented findings add relevant insights on the scientific understanding of padel, contributing to the design of future studies focused on more complex and specific interventions in accordance with competition requirements.

scholarly journals El El surf en la educación formal: revisión sistemática (Surfing in formal education: systematic review)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 684-694
Author(s):  
Mikel Pérez-Gutiérrez ◽  
José Manuel Castanedo-Alonso ◽  
Carlos Cobo-Corrales
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Aquatic Environment ◽  
Formal Education ◽  
Web Of Science ◽  
Swimming Pool ◽  
Physical Education Teachers ◽  
Revisión Sistemática ◽  
School Day ◽  
Three Phases

El objetivo del artículo fue realizar una revisión de los trabajos que estudiaron la práctica del surf dentro de la educación formal para conocer las iniciativas desarrolladas y resumir las orientaciones pedagógicas para su aplicación. Para ello, se realizó una revisión sistemática en las bases de datos Dialnet, Eric, SciELO, Scopus y Web of Science. Se recuperaron 12 documentos, publicados entre 2008 y 2018, desarrollados en cinco países diferentes y centrados en el surf, el bodyboard y el standup paddle. Dichos trabajos concluyeron que debe realizarse una aproximación progresiva al medio acuático y al surf en tres fases (centro educativo, piscina y playa), comenzando con la práctica del bodyboard por ser más fácil y menos peligrosa que el surf de tabla corta. Para las sesiones de piscina y playa, se recomienda utilizar el tiempo del recreo para los desplazamientos, ubicando las sesiones en las últimas horas de la jornada escolar. Los docentes de Educación Física que quieran implementar el surf en sus clases deberían adquirir conocimientos relacionados con la seguridad en el mar, con el equipamiento necesario para la práctica y con la propia técnica del surf.  Abstract: the aim of this paper was to carry out a review of documents studying the surfing in formal education for discovering the programs developed and summarizing the pedagogical orientations for its application. Thus, a systematic review was performed in Dialnet, Eric, SciELO, Scopus and Web of Science databases. Twelve documents, published from 2008 to 2018, developed in five different countries and focused on surfing, bodyboarding and standup paddle, were retrieved. These documents concluded that a progressive approach to the aquatic environment and to surfing should be done in three phases (educational centre, swimming pool and beach), starting with the practice of bodyboard since it is easier and safer than shortboard surfing. The recess time should be used for travels in those sessions developed in the swimming pool and the beach. Moreover, these sessions should be scheduled in the last hours of the school day. Physical Education teachers willing to implement surfing in their sessions should gain knowledge about sea safety, surfing equipment and its own techniques.

Metamorphosen des Autors im Internet

2018 ◽  
Vol 2018 (1) ◽  
pp. 73-82
Author(s):  
Julia Genz
Keyword(s):  
Web 2.0 ◽  
Digital Media ◽  
Intrinsic Value ◽  
The Other ◽  
Cultural Conditions ◽  
Works Of Art ◽  
Periodic Schedule ◽  
Literary Authorship ◽  
The One ◽  
Death Of The Author

Digital media transform social options of access with regard to producers, recipients, and literary works of art themselves. New labels for new roles such as »prosumers « and »wreaders« attest to this. The »blogger« provides another interesting new social figure of literary authorship. Here, some old desiderata of Dadaism appear to find a belated realization. On the one hand, many web 2.0 formats of authorship amplify and widen the freedom of literary productivity while at the same time subjecting such production to a periodic schedule. In comparison to the received practices of authors and recipients many digital-cultural forms of narrating engender innovative metalepses (and also their sublation). Writing in the net for internet-publics enables the deliberate dissolution of the received autobiographical pact with the reader according to which the author’s genuine name authenticates the author’s writing. On the other hand, the digital-cultural potential of dissolving the autobiographical pact stimulates scandals of debunking and unmasking and makes questions of author-identity an issue of permanent contestation. Digital-cultural conditions of communication amplify both: the hideand- seek of authorship as well as the thwarting of this game by recipients who delight in playing detective. In effect, pace Foucault’s and Barthes’ postulates of the death of the author, the personality and biography of the author once again tend to become objects of high intrinsic value

scholarly journals Recommendation Systems for Education: Systematic Review

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1611
Author(s):  
María Cora Urdaneta-Ponte ◽  
Amaia Mendez-Zorrilla ◽  
Ibon Oleagordia-Ruiz
Keyword(s):  
Machine Learning ◽  
Systematic Review ◽  
Formal Education ◽  
Research Work ◽  
Hybrid Approach ◽  
Recommendation Systems ◽  
Educational Resources ◽  
Future Research ◽  
Collaborative Approach ◽  
Developmental Approach

Recommendation systems have emerged as a response to overload in terms of increased amounts of information online, which has become a problem for users regarding the time spent on their search and the amount of information retrieved by it. In the field of recommendation systems in education, the relevance of recommended educational resources will improve the student’s learning process, and hence the importance of being able to suitably and reliably ensure relevant, useful information. The purpose of this systematic review is to analyze the work undertaken on recommendation systems that support educational practices with a view to acquiring information related to the type of education and areas dealt with, the developmental approach used, and the elements recommended, as well as being able to detect any gaps in this area for future research work. A systematic review was carried out that included 98 articles from a total of 2937 found in main databases (IEEE, ACM, Scopus and WoS), about which it was able to be established that most are geared towards recommending educational resources for users of formal education, in which the main approaches used in recommendation systems are the collaborative approach, the content-based approach, and the hybrid approach, with a tendency to use machine learning in the last two years. Finally, possible future areas of research and development in this field are presented.

scholarly journals An investigation of the effects of environmental and ecologic factors on cutaneous leishmaniasis in the old world: a systematic review study

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Abolfazl Mohammadbeigi ◽  
Salman Khazaei ◽  
Hamidreza Heidari ◽  
Azadeh Asgarian ◽  
Shahram Arsangjang ◽  
...  
Keyword(s):  
Systematic Review ◽  
Environmental Factors ◽  
Land Cover ◽  
Cutaneous Leishmaniasis ◽  
Weather Condition ◽  
Weather Conditions ◽  
Eligibility Criteria ◽  
Screening Process ◽  
Old World ◽  
Review Study

AbstractObjectivesLeishmaniasis is a neglected and widespread parasitic disease that can lead to serious health problems. The current review study aimed to synthesize the relationship between ecologic and environmental factors (e.g., weather conditions, climatology, temperature and topology) and the incidence of cutaneous leishmaniasis (CL) in the Old World.ContentA systematic review was conducted based on English, and Persian articles published from 2015 to 2020 in PubMed/Medline, Science Direct, Web of Science and Google Scholar. Keywords used to search articles were leishmaniasis, environmental factors, weather condition, soil, temperature, land cover, ecologic* and topogr*. All articles were selected and assessed for eligibility according to the titles or abstracts. The quality screening process of articles was carried out by two independent authors. The selected articles were checked according to the inclusion and exclusion criteria.Summary and outlookA total of 827 relevant records in 2015–2020 were searched and after evaluating the articles, 23 articles met the eligibility criteria; finally, 14 full-text articles were included in the systematic review. Two different categories of ecologic/environmental factors (weather conditions, temperature, rainfall/precipitation and humidity) and land characteristics (land cover, slope, elevation and altitude, earthquake and cattle sheds) were the most important factors associated with CL incidence.ConclusionsTemperature and rainfall play an important role in the seasonal cycle of CL as many CL cases occurred in arid and semiarid areas in the Old World. Moreover, given the findings of this study regarding the effect of weather conditions on CL, it can be concluded that designing an early warning system is necessary to predict the incidence of CL based on different weather conditions.

scholarly journals Emotional Eating and Weight Status in Adolescents: A Systematic Review

2021 ◽  
Vol 18 (3) ◽  
pp. 991
Author(s):  
Christine A. Limbers ◽  
Emma Summers
Keyword(s):  
Systematic Review ◽  
Weight Loss ◽  
Emotional Eating ◽  
Weight Status ◽  
English Language ◽  
Gastric Bypass Surgery ◽  
Study Results ◽  
Weight Outcomes ◽  
Prospective Association ◽  
The One

Background: Despite evidence that emotional eating is associated with weight gain in adults, less is known about this association in adolescents. The purpose of the current study was to conduct a systematic review to assess the association between emotional eating and weight status in adolescents. This study also sought to describe existing measures of emotional eating in adolescents and explore weight-loss interventions that assessed emotional eating in relation to weight status in this population. Methods: Two independent reviewers searched the database PubMed for published or in press peer-reviewed studies that assessed the association between emotional eating and weight status in adolescents aged 12 to 19 years. Studies were excluded from this review if they were not written in the English language, did not include a measure of emotional eating, or were a dissertation study. Results: A total of 13 studies met full inclusion criteria and were included in the systematic review. Of the six longitudinal studies in the review, only one found a prospective association between emotional eating and weight status. The Dutch Eating Behavior Questionnaire was the most widely used measure of emotional eating in the systematic review (n = 6; 46.2%). The one intervention study included in this review found that baseline emotional eating was not associated with weight outcomes 2 years following gastric bypass surgery in obese Swedish adolescents (13–18 years). Conclusions: While there were some inconsistent findings across the studies included in this review, taken as a whole, the results largely do not support an association between emotional eating and elevated weight status or reduced weight loss in adolescents.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

Subaltern mediators in the digital landscape

Target ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 319-338 ◽  
Author(s):  
Teresa Iribarren
Keyword(s):  
Cultural Capital ◽  
Web 2.0 ◽  
The Other ◽  
The Internet ◽  
Lingua Franca ◽  
Content Type ◽  
For Profit ◽  
Long Run ◽  
The One ◽  
Digital Landscape

This article explores translational literary Web 2.0 practices and user-generated cultural creations on the Internet, focusing on video poetry that re-creates canonical poets’ bodies of work. It will be argued that the use of for-profit platforms like YouTube and Vimeo by indie creators and translators of video poetry favours the emergence of new translational attitudes, practices and objects that have positive but also contentious effects. One the one hand, these online mediators explore new poetic expressions and tend to make the most of the potential for dissemination of poetic heritage, providing visibility to non-hegemonic literatures. On the other hand, however, these translational digitally-born practices and creations by voluntary and subaltern mediators might reinforce the hegemonic position of large American Internet corporations at the risk of commodifying cultural capital, consolidating English as a lingua franca and perhaps, in the long run, even fostering a potentially monocultural and internationally homogeneous aesthetics.

Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

Citizenship outside the Classroom

2002 ◽  
Vol 44 (3) ◽  
pp. 1-14
Author(s):  
Penny Harwood ◽  
Caroline Davey
Keyword(s):  
Young People ◽  
Young Women ◽  
Formal Education ◽  
Developmental Process ◽  
Research Methodologies ◽  
Good Citizenship ◽  
The One

In the context of an increasingly pluralist and in some ways troubled society, work was undertaken to investigate the role of formal education and non-educational organisations in building good citizenship in girls and young women (9-19 years old). Different stages in the developmental process are identified, and the paper describes a number of ways in which experiential and attitudinal information was obtained from the range of respondents: these included a Citizen's Forum and quantitative omnibus research. Methodologies to involve the young people in focused and relevant debate during the one-day Forum were developed and are discussed.

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