The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and... more
The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco...
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Research Interests:
RESUMEN La robótica educativa (RE) está abriéndose paso progresivamente en nuestro sistema educativo. Aunque su utilización esté todavía poco generalizada, sabemos la importancia que supone para el desarrollo del alumnado en todas las... more
RESUMEN La robótica educativa (RE) está abriéndose paso progresivamente en nuestro sistema educativo. Aunque su utilización esté todavía poco generalizada, sabemos la importancia que supone para el desarrollo del alumnado en todas las áreas curriculares, si se trabaja de forma globalizada y con la metodología ade-cuada. Este artículo tiene como finalidad presentar el desarrollo de una experiencia sobre el uso de la robótica educativa en el alumnado de Educación Primaria. Para ello se puso en funcionamiento una propuesta didáctica formada por varios proyectos que desarrollan la misma temática. Se aplicó durante siete semanas en dos grupos de estudiantes de entre 6 y 12 años de edad. Trabajaron en grupos de tres, con roles asignados que iban rotando en cada sesión para poder desarrollar diferentes habilidades: búsqueda, selección, análisis, etc. Se utilizó un software de programación denominado Scratch versión 1.4. y el hardware Lego WeDo, que permiten acercarse a la robótica de forma intuitiva y con materiales resistentes. Durante el desarrollo de la experiencia hemos observado resultados favorables, tanto en la mayoría de los alumnos y profesores como en los familiares de los estudiantes que participaron en la última sesión y que consistió en una exhibición de los proyectos realizados. Con el desarrollo de este estudio hemos experimentado las posibilidades didácticas que puede ofrecernos actualmente la robóti-ca como estrategia didáctica para las aulas de Educación Primaria; además de identificar como principa-les inconvenientes tanto su elevado coste como la insuficiente y necesaria formación inicial y continua del profesorado en esta materia, sin hacerla exclusiva del área de Tecnología. PALABRAS CLAVE Robótica, enseñanza primaria, método de proyecto y estrategia de aprendizaje. ABSTRACT Educational robotics (RE) is gradually opening up in our educational system. Although its use is still not widespread, we know how important it is for the development of students in all curricular areas, if they work in a globalized manner and with the appropriate methodology. This article aims to present the development of an experience on the use of educational robotics in Primary Education students. For this, a didactic proposal formed by several projects that develop the same theme was put into operation. It was applied for seven weeks in two groups of students between 6 and 12 years of age. They worked in groups of three, with assigned roles that were rotated in each session to develop different skills: search, selection, analysis, etc. A programming software called Scratch version 1.4 was used and the Lego WeDo hardware, which allows intuitive approach to robotics and resistant materials. During the development of the experience, we have observed favourable results, both in the majority of students and teachers and in the families of the students who participated in the last session and which consisted of an exhibition of the projects carried out. With the development of this study we have experienced the didactic possibilities that robotics can offer us as a didactic strategy for Primary Education classrooms; in addition to identifying as main drawbacks both its high cost and the insufficient and necessary initial and continuing teacher training in this area, without making it exclusive of the Technology area. KEYWORDS Robotics, primary education, project method and learning strategy.