Search

Your search keyword '"Espinosa, María Paz"' showing total 4 results
Start Over Author "Espinosa, María Paz" Search Limiters Full Text Search Limiters Peer Reviewed Topic educacion secundaria
4 results on '"Espinosa, María Paz"'

1. Future Classrooms in Spain: an analysis from teachers ́perspective

Author

García-Tudela, Pedro Antonio, Prendes-Espinosa, María Paz, Solano-Fernández, Isabel María, and Ministerio de Ciencia, Innovación y Universidades (MICINN). España

Subjects
Aula del Futuro, Clases Inteligentes, Smart Classrooms, Digital Technologies, Secondary Education, Tecnologías Digitales, Educación Primaria, Primary Education, Future Classroom, Educación Secundaria
Abstract

La progresiva integración de las tecnologías digitales en el contexto educativo ha propiciado el desarrollo de iniciativas en las que se reestructura el espacio escolar y se plantean modelos de enseñanza innovadores. Un caso concreto a nivel europeo son las Aulas del Futuro, las cuales se han extendido por diversos países y entre ellos España, que es nuestro contexto de investigación. Dada la novedad de esta experiencia se ha planteado un estudio cuantitativo exploratorio y diseño de encuesta. Se ha diseñado un cuestionario ad hoc que ha sido respondido por una muestra participante de 66 docentes que enseñan en Aulas del Futuro españolas. El análisis de datos es descriptivo y correlacional. Los resultados apuntan a que en estas aulas se utilizan principalmente metodologías activas, las evaluaciones que se realizan son mayoritariamente formativas y se emplean diversas tecnologías digitales como recursos de enseñanza (diferentes en Primaria y Secundaria). Se detecta una satisfacción generalizada del profesorado en torno a todas las dimensiones analizadas. Se concluye que existen numerosos resultados positivos, a pesar del carácter emergente de la propuesta y del consiguiente esfuerzo técnico y pedagógico que conlleva implementar este tipo de iniciativas. The progressive integration of digital technologies in the educational context has led to the development of initiatives in which the school space is restructured and innovative teaching models are proposed. A specific case at European level is the Future Classroom, which have spread to several countries, including Spain, which is our research context. Given the novelty of this experience, an exploratory quantitative study and survey design has been proposed. An ad hoc questionnaire was designed and answered by a sample of 66 teachers who teach in Spanish Classroomsof the Future. The data analysis is descriptive and correlational. The results show that these classrooms mainly use active methodologies, the assessments carried out are mainly formative and various digital technologies are used as teaching resources (different in Primary or Secondary Education).There is widespread teacher satisfaction in all the dimensions analysed. It is concluded that there are many positive results, despite the emergent nature of the proposal and the consequent technical and pedagogical effort involved in implementing this type of initiative. Ministerio de Ciencia, Innovación y Universidades FPU18/02338

Published
2023

2. Aulas del Futuro en España: un análisis desde la perspectiva docente.

Author

García-Tudela, Pedro Antonio, Prendes-Espinosa, María Paz, and Solano-Fernández, Isabel María

Subjects
CLASSROOM environment, TEACHING methods, DIGITAL technology, TEACHING models, QUANTITATIVE research, PRIMARY education, SECONDARY education
Abstract

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
Full Text
View/download PDF

4. Análisis del proceso de digitalización de un centro de Enseñanza Secundaria desde el modelo DigCompOrg.

Author

Fernández Miravete, Ángel David and Prendes Espinosa, María Paz

Subjects
*DIGITAL learning, *SELF-evaluation, *SECONDARY school students, *SCHOOL administrators, *TEACHERS, *DIGITAL technology
Abstract

The achievement of digital competence among students has become a main objective within Spanish educational policies in recent decades. In this regard, the European Framework for Digitally Competent Educational Organizations (DigCompOrg) guides schools in their digitization process in a systematic way. This research evaluates the degree of development of the use of learning technologies in a secondary school in the Region of Murcia (case study) according to the dimensions contemplated in the European model. The research design is based on the ADDIE model and chooses a mixed methodology in which quantitative (SELFIE questionnaire) and qualitative (discussion group) techniques are applied. The results presented here collect the analysis of the qualitative information on secondary school students, teachers and school leaders. This first stage of detection of needs has allowed the center to establish a self-reflection and self evaluation process on its digitization process, as well as the proposal of actions and improvement strategies that reinforce its commitment to digital pedagogies. Among them is the development of a digital strategy for the center, establishing progress evaluation mechanisms or working with digital learning technologies that promote self-evaluation and co-evaluation, all of which are related to the leadership dimensions and evaluative practices of the European model. [ABSTRACT FROM AUTHOR]

Published
2021
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results