El smartphone desde la perspectiva docente¿una herramienta de tutorización o un catalizador de ciberacoso?

  1. Tabuenca, Bernardo 1
  2. Sánchez-Peña, Juan José 2
  3. Cuetos-Revuelta, María José 3
  1. 1 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  2. 2 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  3. 3 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Montrer des affiliations +
Revue:
RED: revista de educación a distancia

ISSN: 1578-7680

Année de publication: 2019

Volumen: 19

Número: 59

Type: Article

DOI: 10.6018/RED/59/01 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: RED: revista de educación a distancia

Objectifs de Développement Durable

Résumé

The mobile era turns one decade of maturity buteducational institutions do not seem to assimilate changes imposed by digital society. The need to assemble tutoring methods supported with popular technology is not new, but ratheran added issue over preceding pitfalls with technologies like Internet orsocial networks. In this context, cyberbullying representsone of the main reasons for this discrepancy where teachers and educational directors struggle to harmonize the use of mobile devicesin schools. This manuscript explores from the perspective of 135 teachers (M=32) how mobilesare used for learning, their inclination with regard to useown devicesand social networks for tutoring students, threats and opportunities of mobile devices, which regulation they know with regard to the use of mobile devices in schools, and the age they consider suitable for children to own a smartphone. The results not only provideevidenceof the risks in immature-delivery of smartphoneto a child/adolescent, but also showlessons learned to facilitate tutoring supported with mobile technology. Overall this work provides a base of relevant knowledge for future researchto assemblesuitable use of mobiles fromteachers' perspectivein Spain.

Références bibliographiques

  • Adam Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Gieseinger, C., & Ananthanarayanan, V. (2017). NMC Horizon Report Higher Education Edition 2017. Reading. https://doi.org/ISBN 978-0-9977215-7-7
  • ANAR, F., & Mutua Madrileña, F. (2017). II Estudio sobre acoso escolar y ciberbullying según los afectados. Madrid. Retrieved from https://www.anar.org/wp-content/uploads/2017/04/INFORME-II-ESTUDIOCIBERBULLYING.pdf
  • Brazuelo Grund, F., Gallego Gil, D. J., & Cacheiro González, M. L. (2017). Los docentes ante la integración educativa del teléfono móvil en el aula. Revista de Educación a Distancia (RED), 52(52), 30–2017. https://doi.org/10.6018/red/52/6
  • Calvo Morata, A., & Fernández Manjón, B. (2018). Conectado: concienciando contra el cyberbullying mediante un videojuego educativo. Didáctica, Innovación y Multimedia, (36).
  • Cerezo Ramírez, F. (1997). Conductas agresivas en la edad escolar (Pirámide). Madrid.
  • Cerezo Ramírez, F. (2012). Psique: Bullying a través de las TIC. Boletín Científico Sapiens Research, 2(2), 24–29.
  • Cerezo Ramírez, F., & Rubio Hernández, F.-J. (2017). Medidas relativas al acoso escolar y ciberacoso en la normativa autonómica española. Un estudio comparativo. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 20(1), 113–126. https://doi.org/http://dx.doi.org/10.6018/reifop.20.1.253391
  • Connolly, T. M., Boyle, E. A., Macarthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education. https://doi.org/10.1016/j.compedu.2012.03.004
  • Eden, S., Heiman, T., & Olenik Shemesh, D. (2013). Teachers’ perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology, 44(6), 1036–1052. https://doi.org/10.1111/j.14678535.2012.01363.x
  • Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: Una revisión. International Journal of Psychology and Psychological Therapy.
  • Garmendia Larrañaga, M., Jiménez Iglesias, E., Casado, M. Á., & Marcheroni, G. (2016). Net Children Go Mobile: Riesgos y oportunidades en internet y uso de dispositivos móviles entre menores españoles (20102015). Madrid. Retrieved from https://www.ehu.eus/documents/1370232/0/Informe+NET+CHILDREN+RED.ES+España+2016.pdf/62625 1bc-f3f1-47ee-a06b-8401b91352df
  • Giménez Gualdo, A., Maquilón Sánchez, J. J., & Arnaiz Sánchez, P. (2014). Acceso a las tecnologías, rendimiento académico y cyberbullying en escolares de secundaria. Revista Iberoamericana de Psicología Y Salud, 5(2), 119–133. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=4762637
  • Hosseinmardi, H., Rafiq, R. I., Han, R., Lv, Q., & Mishra, S. (2016). Prediction of cyberbullying incidents in a media-based social network. In Proceedings of the 2016 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining, ASONAM 2016 (pp. 186–192). https://doi.org/10.1109/ASONAM.2016.7752233
  • Huang, Y. Y., & Chou, C. (2013). Revisiting cyberbullying: Perspectives from Taiwanese teachers. Computers and Education, 63, 227–239. https://doi.org/10.1016/j.compedu.2012.11.023
  • INE. (2016). Encuesta sobre Equipamiento y Uso de Tecnologías de Información y Comunicación en los Hogares. Madrid. Retrieved from http://www.ine.es/prensa/np991.pdf
  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas.
  • Kukulska Hulme, A., & Traxler, J. (2005). Mobile learning: A handbook for educators and trainers. Mobile Learning: A Handbook for Educators and Trainers. https://doi.org/10.4324/9780203003428
  • Li, Q. (2008). Cyberbullying in schools: An examination of preservice teachers’ perception. Canadian Journal of Learning and Technology, 34(2). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/494/225
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology. https://doi.org/2731047
  • Mercedes Durán, R. M.-P. (2015). Ciberacoso mediante teléfono móvil e Internet en las relaciones de noviazgo entre jóvenes Cyberbullying trough Mobile Phone and the Internet in Dating Relationships among Youth People. Comunicar, 22(44), 159–167. https://doi.org/10.3916/C44-2015-17
  • Michael, D. R., & Chen, S. L. (2005). Serious Games: Games That Educate, Train, and Inform. Education. https://doi.org/10.1021/la104669k
  • O’Bannon, B. W., & Thomas, K. M. (2015). Mobile phones in the classroom: Preservice teachers answer the call. Computers and Education, 85, 110–122. https://doi.org/10.1016/j.compedu.2015.02.010
  • Ortega Barón, Jessica; Buelga, Sofía; Cava, M. J. (2016). Influencia del clima escolar y familiar en adolescentes , víctimas de ciberacoso. Comunicar, 24, 57–65. https://doi.org/10.3916/C46-2016-06
  • Prodócimo, E., Cerezo, F., & Arense, J. J. (2014). Acoso escolar: Variables sociofamiliares como factores de riesgo o de protección. Behavioral Psychology/ Psicologia Conductual, 22(2), 345–359.
  • Ryan, T., Kariuki, M., & Yilmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. Turkish Online Journal of Educational Technology, 10(3), 1–12.
  • Sharples, M., Taylor, J., & Vavoula, G. (2007). A Theory of Learning for the Mobile Age. Learning. https://doi.org/10.4135/9781848607859
  • Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry and Allied Disciplines, 49(4), 376–385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
  • Tabuenca, B., Drachsler, H., Ternier, S., & Specht, M. (2012). OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and Future Trends. ELearning Papers, 32(Special Issue on Mobile Learning), 16. Retrieved from http://dspace.learningnetworks.org/handle/1820/4656
  • Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53–74. https://doi.org/10.1016/j.compedu.2015.08.004
  • Tabuenca, B., Ternier, S., & Specht, M. (2013). Patrones cotidianos en estudiantes de formación continua para la creación de ecologías de aprendizaje. Revista de Educación a Distancia.
  • Tabuenca, B., Verpoorten, D., & Specht, M. (2013). Fomento de la práctica reflexiva sobre el aprendizaje mediante el uso de tecnologías móviles. Revista de Educación a Distancia, 37, 1–14.
  • Zapata, M. (2015). Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Education in the Knowledge Society (Eks). https://doi.org/10.14201/eks201516169102
La source de données: Dialnet