Search

This paper presents the results of an analysis of the application of a test of citizenship skills on a group of students from the University of Magdalena (Universidad de Magdalena) after they received teaching practices that were both constructive (case studies) and playful (games) to acquire citizenship skills. The study is quantitative with a quasi-experimental, pretest-posttest design, a control group that received explanations (lectures) and an experimental group that received playful and constructive teaching practices. The parametric tests performed on the data obtained lead to the conclusion that there are significant differences in favor of students who used playful and constructive teaching practices to develop citizenship skills. This points to the need to continue applying effective teaching practices to develop these skills in university students. [ABSTRACT FROM AUTHOR]

This paper offers the results of a quantitative study carried out with the aim of defining the technological skills profile of 301 students entering the BA in elementary education. A 29-question digital survey was used; results reflect a prevalence of female students over 30 years of age, who have access to a computer with an Internet connection, prefer to interact using phones, use e-mail, surf the Internet every day, are able to use technology at a basic level, particularly office suites, and are unfamiliar with the use of modern tools such as blogs and social bookmarking. It is concluded that these students do not display the characteristics expected of digital natives: the production, dissemination and consumption of culture online. [ABSTRACT FROM AUTHOR]

This paper presents a study on appropriation and educational uses of cell phones in a random sample of 954 students and 246 teachers, representing 12% and 24% respectively of the total population of the two campuses of the Universidad Autónoma de Baja California (UABC) in Ensenada, Mexico. A survey was developed and applied to this university population in 2011. The results show that students had used cell phones for an average of seven years, while teachers had an average of ten years of use. Students were able to operate their mobile devices with more ease. Cell phone ownership was 97% among the teachers and students. However, we observed that there was not much use of the cell phone for educational purposes, the principal ones being communication, information management and organization. The main disadvantages found were the potential for distraction and the high cost of Wi-Fi connection. The cell phone has great educational potential; nevertheless, further research is needed for its proper integration in the university educational process. [ABSTRACT FROM AUTHOR]