Examinando por Autor "Ortega-Tudela, Juana M."
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Ítem A Reflection on a Didactical Design for Training Teachers in the Incorporation of Technology into the English Classroom(Facultad de Ciencias de la Educación. U. Magdalena, 2023-06-09) Camacho Vásquez, Gonzalo; Díaz Pareja, Elena M.; Ortega-Tudela, Juana M.La enseñanza remota por emergencia (ERE) durante pandemia han demostrado la urgente necesidad de capacitar a los docentes en la incorporación tecnología al aula de clase. En la enseñanza del inglés, esta necesidad se convierte en una exigencia debido a que el uso de herramientas digitales posibilita el desarrollo de la competencia cultural e intercultural. La revisión literaria demuestra que existen modelos que guían la integración de las tecnologías de información (TIC) en educación en general, pero no se encontró un diseño didáctico con procedimientos para capacitar docentes de inglés. El presente artículo busca describir y sustentar teóricamente un Diseño Didáctico basado en la Web para entrenar docentes de inglés en el uso de las TIC en ELT. El Diseño es parte de las fases de Desarrollo e Implementación de un estudio que persigue establecer sus efectos en la Competencia Digital Docente utilizando el marco del DigCompEdu. La construcción del Diseño Didáctico se fundamenta en la teoría de la Investigación a través del Diseño y el Modelo ADDIE de Diseño Instruccional. La revisión bibliográfica y los resultados del cuestionario de Análisis establecen lineamientos para la formulación del Diseño y limitaciones a tener en cuenta.Ítem A specific benefit of retrieval-based concept mapping to enhance learning from texts(Springer Link, 2019) Ortega-Tudela, Juana M.; Lechuga, M. Teresa; Gómez-Ariza, Carlos J.Research has shown that retrieval activities, that is, actively recalling previously studied information, may substantially contribute to learning from complex educational materials, sometimes more so than other more popular techniques such as rereading and elaborative study. In this context, recent studies (Blunt and Karpicke, J Educ Psychol 106:849–858, 2014) have reported that two different retrieval formats (free recall by writing down as many ideas as possible and creating a concept map in the absence of texts) are equally effective as learning tools. Given the benefits frequently attributed to concept mapping and the potential practical implications of this finding, we aimed to further examine the relative effectiveness of both retrieval-based activities. In Experiment 1, we conceptually replicated the main finding from Blunt and Karpicke’s study to show that the two formats may lead to similar learning outcomes. In Experiment 2, we coupled both retrieval formats but manipulated the order in which the activities were performed. Results revealed that retrieval-based concept mapping before free recall by means of paragraph writing resulted in better learning on a 2-week delayed test than performing the same activities the other way round. These findings contradict the general idea that it is retrieval itself, regardless of the activity it is embedded in, what promotes learning. From a more applied standpoint, our results join others from recent studies to show that combining different retrieval activities when dealing with educational materials might be particularly effective.Ítem “No moral integrity”: Influencer sharenting and parental protective perception(Universidad Autónoma de Barcelona, 2023-12) Vizcaíno-Verdú, Arantxa; Aguaded, Ignacio; Ortega-Tudela, Juana M.Sharenting has been analyzed from different perspectives, introducing insights into the risks and opportunities of presenting children’s lives on social media. Researchers have addressed how this phenomenon impacts the lives of influencers, children, youth, and parents who engage in sharenting on YouTube, Instagram, and TikTok. From the perspective of “sharenters”, there is a common assumption that sharenting is not problematic, as they control and ensure the safety of children. However, some studies highlight the threats and consequences of this practice to the integrity of minors on the internet. In this paper, we analyze the perception of parents who are unfamiliar with the phenomenon of influencer sharenting on YouTube, Instagram, and TikTok, to understand their ethical concerns as seen from outside the communities of celebrity practices and their followers. Through a survey of 350 Ibero-American parents, we explored their opinions of this phenomenon, the reasons why they think influencers share their children’s lives, the potential risks, and whether there is a correlation between their use of social media and sharenting. Parents argued that there was a lack of moral integrity among influencers, and emphasized the importance of protecting children to avoid transforming them into promotional assets. We conclude that beyond the privacy policies of these platforms, further research should address how the unique affordances of these platforms impact children’s safety on the internet.Ítem Pedagogical Models in Teachers’ Education on the Use of Technology for English Teaching: A Systematic Review(Universidad del Norte, 2024-07-04) Camacho Vásquez, Gonzalo; Díaz Pareja, Elena M.; Ortega-Tudela, Juana M.The incorporation of Information and Communication Technologies to education is a fact in the conception of future teaching and learning methodologies. In the field of English Teaching, this integration becomes an opportunity to move students closer to the culture and authentic target language registers. Remote Learning and Teaching for Emergency during Pandemic Times has revealed the potential of students and teacher to learn and adapt to new technologies; however, it has also exposed the urgent necessity of designing training programs that prepare educators to incorporate digital tools into their didactics. This review revises studies that present pedagogical and methodological models to train educators in the use of ICT for teaching, specifically for English Language Teaching, and those models that intend to affect Teachers’ Digital Competence. This qualitative synthesis, which arises from publications issued from 2016 to 2022, allows the author to describe the current state of the issue, and to provide recommendations for the creation of pedagogical or didactic designs to train teachers in the use of ICT for ELTÍtem Predictive factors of problematic smartphone use in young Spanish university students(Heliyon, 2022-09) Marín, Verónica; Sampedro, Begoña Esther; Ortega-Tudela, Juana M.; Figueroa, JorgeSmartphones have evolved from being a helpful tool in our days to be an indispensable complement. Its presence in our daily lives has grown to reach a problematic use on occasions. This fact is even more remarkable when we speak of young adults and adolescents, in which problematic situations can be identified as derived from its use. In this study, we analyze the self-perception of 409 young adults pursuing an Education university degree on the use and consumption of the smartphone via their responses to the Mobile Phone Problem Use Scale. The results show that, despite not perceiving the use of the mobile phone as problematic, some of the behaviors described by them as habitual would imply inappropriate use of the smartphone. Some outlined by the sample included mitigating loneliness, fear of isolation, or using it to feel better. Surprisingly, these are not recognized as problematic, despite being some of the most apparent indicators of misuse. The analysis of the results shows how younger populations and, mainly women, present this type of worrying and unconscious behavior. However, the increasing use of these devices within training areas offer new options to favor its proper use, mitigating the possible adverse effects of its use.Ítem Retrieval-based concept mapping makes a difference as a retrieval practice activity: a study with high school students(frontiersin.org, 2024) Lechuga, M. Teresa; Ortega-Tudela, Juana M.; Gómez-Ariza, Carlos J.Introduction: While specific sequences of retrieval-based activities have been shown to have a powerful effect on learning, no previous study has examined this issue in children or adolescents. Here, we aimed to determine whether the benefit of concept mapping as an initial retrieval activity observed previously with college students in a lab setting may also be found in younger and less experienced students in a more naturalistic school setting. Methods: After a short training in concept mapping, participants (N = 60) read an educational text and then engaged in a sequence of two learning activities that required them to retrieve relevant ideas from the text. One of the activities involved free recall by writing down as many ideas as possible and the other involved creating a concept map, both of them in the absence of educational texts. Critically, we manipulated the order in which the activities were performed. Results: A mediation analysis with success during retrieval practice as the mediator revealed both a direct effect of retrieval sequence and an indirect effect. Creating a concept map first and then freely recalling by writing paragraphs significantly improved performance on a 2-week delayed learning test, as compared to performing the same activities in the inverse order, even when doing concept mapping first led to lower success rates during practice. Discussion: These results support the idea that concept learning from instructional texts can be modulated by the sequence of retrieval activities performed and point to the educational value of retrieval-based concept mapping as a first learning activity within a series across different learners and educational settings.Ítem Sustainable Education: Using Social Networks in Education for Change(2021) Díaz-Pareja, Elena M.; Llorent-Vaquero, Mercedes; Cámara-Estrella, África M.; Ortega-Tudela, Juana M.Creating societies of the future goes hand in hand with promoting sustainable education and, therefore, universities must train educators who, through their own professional development, put into practice methodologies that are active, participative, and focused on the overall development of their students. The use of methodologies like Design Thinking and the use of social networks generate learning dynamics that bring into play key competences in the development of dedicated future educators. In this study, 156 students from Education degrees at the University of Jaen analyze how the use of these methodologies supports the learning process in dimensions such as creativity, motivation, communication, and involvement in learning, among others. The results shows that all dimensions correlate positively, and that the benefits derived from the use of these methodologies are perceived by students as greater than the effort required to put them into practice.Ítem Testing the Effectiveness of Retrieval-Based Learning in Naturalistic School Settings(Sage Journals, 2021) Ortega-Tudela, Juana M.; Lechuga, María Teresa; Bermúdez-Sierra, Miriam; Gómez-Ariza, Carlos J.While the learning benefits of retrieval activities have been clearly demonstrated in laboratory settings, evidence on their usefulness in naturalistic school settings is still scant. The goal of the present studies was to investigate the feasibility and effectiveness of retrieval-based learning in children (fourth and sixth grades) when school teachers themselves design and implement retrieval activities relating to genuine curriculum contents. Three studies were conducted in a public elementary school with fourth and sixth graders and their teachers. Two of the studies involved mathematics and one dealt with social sciences. Teachers used learning activities that required students to recall part of previously taught concepts, while different concepts in the same unit were worked through with those learning activities that were normally used by each teacher. Two out of three studies revealed that, relative to business-as-usual learning activities, performing retrieval activities during classes led to better performance in the assessments at the end of the lessons. Overall, our finding provides preliminary evidence that retrieval activities can enhance learning in elementary school children when they are devised by teachers in the exercise of their professional duties. These results have important practical implications and suggest that, if teachers are aware of the value of retrieval activities in fostering meaningful learning, these activities could be successfully embedded in their daily duties even when considering the constraints imposed by school reality.