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The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly higher improvement for LP in MOVE was observed compared to LP in CON from T1 to T2 in letter-sounds (p < 0.0001), conditional letter-sounds (p <0.0001), and for spelling performance (p = 0.037). No differences were observed between LP-MOVE and HP-MOVE. Our results demonstrate that a short intervention based on movement-phonemes increase children’s letter knowledge and spelling performance. The results also demonstrate that LP and HP have similar improvements and therefore, this type of activities are not particularly beneficial for children at risk for reading difficulties. We suggest that this teaching method could be beneficial for all school children at this age.

The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE). Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds (p < 0.001), conditional sounds (p <0.001), and for spelling performance (p = 0.002). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly higher improvement for LP in MOVE was observed compared to LP in CON from T1 to T2 in letter-sounds (p < 0.0001), conditional letter-sounds (p <0.0001), and for spelling performance (p = 0.037). No differences were observed between LP-MOVE and HP-MOVE. Our results demonstrate that a short intervention based on movement-phonemes increase children’s letter knowledge and spelling performance. The results also demonstrate that LP and HP have similar improvements and therefore, this type of activities are not particularly beneficial for children at risk for reading difficulties. We suggest that this teaching method could be beneficial for all school children at this age.

Reading is a complex, yet fundamental academic skill that school children are taught all over the world. Although, literacy learning relies on attentional and perceptual processing of visual and auditory inputs, it has been found to also benefit from embodied learning, e.g., motor activities as an integrated strategy to recognise and remember letters. We explored mechanisms and effects of integrated embodied activity in young school children (5-8-year-olds), in both a lab experiment (n=18) including electroencephalography and ecological settings (8-week school intervention project; n=144). The electroencephalographic experiment revealed that embodied activity stimulates attentional and perceptual processing compared to control (non-active) letter discrimination practice and the school intervention study showed that early literacy educational outcomes were facilitated in children with an initial lower working memory performance. These novel results indicate that reinforcement of cognitive processing could be a candidate mechanism to explain the efficacy of embodied literacy learning.

At present, the changes that have been occurring due to advances in science and technology have created a new society where they place at the disposal of teachers a series of elements and means that can be used to teach or develop their academic activity, where knowledge reaches great importance and becomes a resource of power for those who own it, also remarkable progress has been made in the use of new technologies and information technology. These developments have taken place based on the development of the information processing paradigm, the advances in linguistic theory and the advances in artificial intelligence studies and statistics, which is why. The objective was to determine the influence of lanschool in the learning of descriptive statistics of the international business and administration students of the Andean University Néstor Cáceres Velásquez of the city of Juliaca. The design used was the quasi-experimental one with the experimental scientific method due to the changes that occurred, with a population of 1055 students; considering a non-probabilistic sampling by similar characteristics, being the sample of 2 sections of the V “A” and “B” each with 57 and 67 students respectively. After applying the lanschool it was found that lanschool influences the learning of descriptive statistics in the students of the professional school of administration and international business of the Andean University Néstor Cáceres Velásquez with a statistic of 2.0611 and a tabular value of 1.96, accepting the alternate hypothesis, in such a way that it was corroborated. In addition, a probability of 0.041 was obtained, revealing that the hypothesis is significant. Also, at the end of the experiment, better learning was obtained in the experimental group with an average of 12.04 and 11.13 for the control group; obtaining improvements in both groups and obtaining 72% of the students in the “in process” learning and 63% in the control group also in the “in process” lear, En la actualidad los cambios que vienen ocurriendo debido a los avances de la ciencia y tecnología han originado una nueva sociedad donde colocan a disposición de los docentes una serie de elementos y medios que pueden ser utilizados para la enseñanza o desarrollo de su actividad académica, donde los conocimientos alcanzan gran importancia y se convierten en un recurso de poder para los que lo poseen, asimismo se han obtenido notables progresos en el uso de las nuevas tecnologías y la informática. Estos progresos se han producido en base al desarrollo del paradigma del procesamiento de la información, a los avances de la teoría lingüística y a los avances en los estudios de inteligencia artificial y las estadísticas, es por tal razón que. El objetivo fue determinar la influencia del lanschool en el aprendizaje de estadística descriptiva de los estudiantes de administración y negocios internacionales de la universidad andina Néstor Cáceres Velásquez de la ciudad de Juliaca. El diseño utilizado fue el cuasi experimental con el método científico experimental por los cambios que se produjeron, con una población de 1055 estudiantes; considerando un muestreo no probabilístico por características similares, siendo la muestra de 2 secciones del V “A” y “B” cada uno con 57 y 67 estudiantes respectivamente. Luego de aplicar el lanschool se comprobó que el lanschool influye en el aprendizaje de estadística descriptiva en los estudiantes de la escuela profesional de administración y negocios internacionales de la universidad andina Néstor Cáceres Velásquez con un estadístico de 2.0611 y un valor tabular de 1.96, aceptando la hipótesis alterna, de tal forma que fue corroborado. Además, se obtuvo una probabilidad de 0.041 dando a conocer que es significativo la hipótesis. Así mismo al finalizar el experimento, se obtuvieron mejores aprendizajes en el grupo experimental con promedio de 12.04 y 11.13 para el grupo control; obteniendo mejoras en ambos grupos y obteniendo el 72% de l

At present, the changes that have been occurring due to advances in science and technology have created a new society where they place at the disposal of teachers a series of elements and means that can be used to teach or develop their academic activity, where knowledge reaches great importance and becomes a resource of power for those who own it, also remarkable progress has been made in the use of new technologies and information technology. These developments have taken place based on the development of the information processing paradigm, the advances in linguistic theory and the advances in artificial intelligence studies and statistics, which is why. The objective was to determine the influence of lanschool in the learning of descriptive statistics of the international business and administration students of the Andean University Néstor Cáceres Velásquez of the city of Juliaca. The design used was the quasi-experimental one with the experimental scientific method due to the changes that occurred, with a population of 1055 students; considering a non-probabilistic sampling by similar characteristics, being the sample of 2 sections of the V “A” and “B” each with 57 and 67 students respectively. After applying the lanschool it was found that lanschool influences the learning of descriptive statistics in the students of the professional school of administration and international business of the Andean University Néstor Cáceres Velásquez with a statistic of 2.0611 and a tabular value of 1.96, accepting the alternate hypothesis, in such a way that it was corroborated. In addition, a probability of 0.041 was obtained, revealing that the hypothesis is significant. Also, at the end of the experiment, better learning was obtained in the experimental group with an average of 12.04 and 11.13 for the control group; obtaining improvements in both groups and obtaining 72% of the students in the “in process” learning and 63% in the control group also in the “in process” lear, En la actualidad los cambios que vienen ocurriendo debido a los avances de la ciencia y tecnología han originado una nueva sociedad donde colocan a disposición de los docentes una serie de elementos y medios que pueden ser utilizados para la enseñanza o desarrollo de su actividad académica, donde los conocimientos alcanzan gran importancia y se convierten en un recurso de poder para los que lo poseen, asimismo se han obtenido notables progresos en el uso de las nuevas tecnologías y la informática. Estos progresos se han producido en base al desarrollo del paradigma del procesamiento de la información, a los avances de la teoría lingüística y a los avances en los estudios de inteligencia artificial y las estadísticas, es por tal razón que. El objetivo fue determinar la influencia del lanschool en el aprendizaje de estadística descriptiva de los estudiantes de administración y negocios internacionales de la universidad andina Néstor Cáceres Velásquez de la ciudad de Juliaca. El diseño utilizado fue el cuasi experimental con el método científico experimental por los cambios que se produjeron, con una población de 1055 estudiantes; considerando un muestreo no probabilístico por características similares, siendo la muestra de 2 secciones del V “A” y “B” cada uno con 57 y 67 estudiantes respectivamente. Luego de aplicar el lanschool se comprobó que el lanschool influye en el aprendizaje de estadística descriptiva en los estudiantes de la escuela profesional de administración y negocios internacionales de la universidad andina Néstor Cáceres Velásquez con un estadístico de 2.0611 y un valor tabular de 1.96, aceptando la hipótesis alterna, de tal forma que fue corroborado. Además, se obtuvo una probabilidad de 0.041 dando a conocer que es significativo la hipótesis. Así mismo al finalizar el experimento, se obtuvieron mejores aprendizajes en el grupo experimental con promedio de 12.04 y 11.13 para el grupo control; obteniendo mejoras en ambos grupos y obteniendo el 72% de l

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

Every year the number of information and communication technologies that integrate into the field of education is increasing. The transformation of the learning process into a more flexible and dynamic process is observed. This process has an impact on the psychological component of learning, which requires careful study.

This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children’s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children’s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children’s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children’s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p

It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children’s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children’s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children’s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children’s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p

This study sought to explore the academic learning experiences of a group of secondary international students. A number of schools provide education to international students in this country, however little attention has been paid to exploring this group of students’ academic learning. This study addressed the subject with two questions: What are international ELL students’ perspectives on their mainstream academic learning; and What do mainstream teachers report facilitate these students’ learning? I used a case study approach to examine the five students’ and four teachers’ experiences in their unique settings (Lichtman, 2013), as reported by them (Cohen, Manion & Morrison, 2011). I transcribed and coded the interviews. According to both teachers and students, group activities and the teachers’ scaffolding via one-to-one oral discussions or written feedback were the most productive learning strategies for students. From the perspective of Vygotsky’s (1978) concept of the Zone of Proximal Development, the students appeared to move towards independent learning through supported interactions with their peers and teachers to achieve the learning outcomes in their mainstream subjects.

There is no doubting the increasing use of the Internet in today's society from which educational environments and the use during the learning process of their students do not escape. Based on the above, this article aimed to identify the management and knowledge of use that university teachers of educational technology possess as a tool of academic learning. The research was descriptive and field type with a non-experimental-transverse design. The population to consider in this studywas made up of 27 university teachers who work in the Canton of Portoviejo. Regarding the instrument, a questionnaire was developed on a Licker-type scale that was applied to university teachers, the data obtained were statistically processed and among its higher percentages it was known that 55% of the total teachers investigated was inclined by the alternative often conceive of silent didactics and muted technology. Among the conclusions, it was found that educational technology as a tool of school learning is often used in the higher education system, regardless of the digital medium used., Sem dúvida, o crescente uso da Internet na sociedade atual a partir do qual ambientes e usos educacionais não escapam durante o processo de aprendizagem de seus alunos. Com base no exposto, este artigo se propôs a identificar a gestão e o conhecimento de uso que professores universitários de tecnologia educacional possuem como ferramenta para a aprendizagem acadêmica. A pesquisa foi do tipo descritiva e de campo, com delineamento transversal não experimental. A população a considerar neste estudo foi composta por 27 professores universitários que trabalham no cantão de Portovelho. Quanto ao instrumento, foi desenvolvido um questionário com escala tipo Licker, aplicada aos professores universitários, os dados obtidos foram processados estatisticamente e, dentre seus maiores percentuais, sabe-se que 55% do total dos professores investigados escolheram o instrumento. Alternativamente, eles frequentemente concebem ensino silencioso e tecnologia silenciada. Dentro das conclusões, verificou-se que a tecnologia educacional como ferramenta para a aprendizagem escolar é frequentemente utilizada no sistema de ensino superior, independentemente do meio digital utilizado., Es indudable el uso, cada vez mayor, de Internet en la sociedad actual de la cual no escapan los entornos educativos y el uso durante el proceso de aprendizaje de sus educandos. Con base en lo expuesto, este artículo se propuso identificar el manejo y conocimiento de uso que poseen los docentes universitarios de la tecnología educativa como una herramienta del aprendizaje académico. La investigación fue de tipo descriptiva y de campo con un diseño no experimental-transversal. La población a considerar en el presente estudio, estuvo conformada por 27 docentes universitarios que laboran en el Cantón de Portoviejo. En cuanto al instrumento, se elaboró un cuestionario con una escala tipo Licker que se aplicó a los docentes universitarios, los datos obtenidos se procesaron estadísticamente y entre sus porcentajes mayores se pudo conocer que el 55% del total de los docentes investigados se inclinó por la alternativa con frecuencia conciben la didáctica silenciosa y tecnología silenciada. Dentro de las conclusiones se pudo constatar que la tecnología educativa como una herramienta del aprendizaje escolar es de frecuente uso en el sistema de educación superior, independientemente del medio digital que se utilice.

There is no doubting the increasing use of the Internet in today's society from which educational environments and the use during the learning process of their students do not escape. Based on the above, this article aimed to identify the management and knowledge of use that university teachers of educational technology possess as a tool of academic learning. The research was descriptive and field type with a non-experimental-transverse design. The population to consider in this studywas made up of 27 university teachers who work in the Canton of Portoviejo. Regarding the instrument, a questionnaire was developed on a Licker-type scale that was applied to university teachers, the data obtained were statistically processed and among its higher percentages it was known that 55% of the total teachers investigated was inclined by the alternative often conceive of silent didactics and muted technology. Among the conclusions, it was found that educational technology as a tool of school learning is often used in the higher education system, regardless of the digital medium used., Sem dúvida, o crescente uso da Internet na sociedade atual a partir do qual ambientes e usos educacionais não escapam durante o processo de aprendizagem de seus alunos. Com base no exposto, este artigo se propôs a identificar a gestão e o conhecimento de uso que professores universitários de tecnologia educacional possuem como ferramenta para a aprendizagem acadêmica. A pesquisa foi do tipo descritiva e de campo, com delineamento transversal não experimental. A população a considerar neste estudo foi composta por 27 professores universitários que trabalham no cantão de Portovelho. Quanto ao instrumento, foi desenvolvido um questionário com escala tipo Licker, aplicada aos professores universitários, os dados obtidos foram processados estatisticamente e, dentre seus maiores percentuais, sabe-se que 55% do total dos professores investigados escolheram o instrumento. Alternativamente, eles frequentemente concebem ensino silencioso e tecnologia silenciada. Dentro das conclusões, verificou-se que a tecnologia educacional como ferramenta para a aprendizagem escolar é frequentemente utilizada no sistema de ensino superior, independentemente do meio digital utilizado., Es indudable el uso, cada vez mayor, de Internet en la sociedad actual de la cual no escapan los entornos educativos y el uso durante el proceso de aprendizaje de sus educandos. Con base en lo expuesto, este artículo se propuso identificar el manejo y conocimiento de uso que poseen los docentes universitarios de la tecnología educativa como una herramienta del aprendizaje académico. La investigación fue de tipo descriptiva y de campo con un diseño no experimental-transversal. La población a considerar en el presente estudio, estuvo conformada por 27 docentes universitarios que laboran en el Cantón de Portoviejo. En cuanto al instrumento, se elaboró un cuestionario con una escala tipo Licker que se aplicó a los docentes universitarios, los datos obtenidos se procesaron estadísticamente y entre sus porcentajes mayores se pudo conocer que el 55% del total de los docentes investigados se inclinó por la alternativa con frecuencia conciben la didáctica silenciosa y tecnología silenciada. Dentro de las conclusiones se pudo constatar que la tecnología educativa como una herramienta del aprendizaje escolar es de frecuente uso en el sistema de educación superior, independientemente del medio digital que se utilice.

This study sought to explore the academic learning experiences of a group of secondary international students. A number of schools provide education to international students in this country, however little attention has been paid to exploring this group of students’ academic learning. This study addressed the subject with two questions: What are international ELL students’ perspectives on their mainstream academic learning; and What do mainstream teachers report facilitate these students’ learning? I used a case study approach to examine the five students’ and four teachers’ experiences in their unique settings (Lichtman, 2013), as reported by them (Cohen, Manion & Morrison, 2011). I transcribed and coded the interviews. According to both teachers and students, group activities and the teachers’ scaffolding via one-to-one oral discussions or written feedback were the most productive learning strategies for students. From the perspective of Vygotsky’s (1978) concept of the Zone of Proximal Development, the students appeared to move towards independent learning through supported interactions with their peers and teachers to achieve the learning outcomes in their mainstream subjects.

This study sought to explore the academic learning experiences of a group of secondary international students. A number of schools provide education to international students in this country, however little attention has been paid to exploring this group of students’ academic learning. This study addressed the subject with two questions: What are international ELL students’ perspectives on their mainstream academic learning; and What do mainstream teachers report facilitate these students’ learning? I used a case study approach to examine the five students’ and four teachers’ experiences in their unique settings (Lichtman, 2013), as reported by them (Cohen, Manion & Morrison, 2011). I transcribed and coded the interviews. According to both teachers and students, group activities and the teachers’ scaffolding via one-to-one oral discussions or written feedback were the most productive learning strategies for students. From the perspective of Vygotsky’s (1978) concept of the Zone of Proximal Development, the students appeared to move towards independent learning through supported interactions with their peers and teachers to achieve the learning outcomes in their mainstream subjects.

There is no doubting the increasing use of the Internet in today's society from which educational environments and the use during the learning process of their students do not escape. Based on the above, this article aimed to identify the management and knowledge of use that university teachers of educational technology possess as a tool of academic learning. The research was descriptive and field type with a non-experimental-transverse design. The population to consider in this studywas made up of 27 university teachers who work in the Canton of Portoviejo. Regarding the instrument, a questionnaire was developed on a Licker-type scale that was applied to university teachers, the data obtained were statistically processed and among its higher percentages it was known that 55% of the total teachers investigated was inclined by the alternative often conceive of silent didactics and muted technology. Among the conclusions, it was found that educational technology as a tool of school learning is often used in the higher education system, regardless of the digital medium used., Sem dúvida, o crescente uso da Internet na sociedade atual a partir do qual ambientes e usos educacionais não escapam durante o processo de aprendizagem de seus alunos. Com base no exposto, este artigo se propôs a identificar a gestão e o conhecimento de uso que professores universitários de tecnologia educacional possuem como ferramenta para a aprendizagem acadêmica. A pesquisa foi do tipo descritiva e de campo, com delineamento transversal não experimental. A população a considerar neste estudo foi composta por 27 professores universitários que trabalham no cantão de Portovelho. Quanto ao instrumento, foi desenvolvido um questionário com escala tipo Licker, aplicada aos professores universitários, os dados obtidos foram processados estatisticamente e, dentre seus maiores percentuais, sabe-se que 55% do total dos professores investigados escolheram o instrumento. Alternativamente, eles frequentemente concebem ensino silencioso e tecnologia silenciada. Dentro das conclusões, verificou-se que a tecnologia educacional como ferramenta para a aprendizagem escolar é frequentemente utilizada no sistema de ensino superior, independentemente do meio digital utilizado., Es indudable el uso, cada vez mayor, de Internet en la sociedad actual de la cual no escapan los entornos educativos y el uso durante el proceso de aprendizaje de sus educandos. Con base en lo expuesto, este artículo se propuso identificar el manejo y conocimiento de uso que poseen los docentes universitarios de la tecnología educativa como una herramienta del aprendizaje académico. La investigación fue de tipo descriptiva y de campo con un diseño no experimental-transversal. La población a considerar en el presente estudio, estuvo conformada por 27 docentes universitarios que laboran en el Cantón de Portoviejo. En cuanto al instrumento, se elaboró un cuestionario con una escala tipo Licker que se aplicó a los docentes universitarios, los datos obtenidos se procesaron estadísticamente y entre sus porcentajes mayores se pudo conocer que el 55% del total de los docentes investigados se inclinó por la alternativa con frecuencia conciben la didáctica silenciosa y tecnología silenciada. Dentro de las conclusiones se pudo constatar que la tecnología educativa como una herramienta del aprendizaje escolar es de frecuente uso en el sistema de educación superior, independientemente del medio digital que se utilice.

This study sought to explore the academic learning experiences of a group of secondary international students. A number of schools provide education to international students in this country, however little attention has been paid to exploring this group of students’ academic learning. This study addressed the subject with two questions: What are international ELL students’ perspectives on their mainstream academic learning; and What do mainstream teachers report facilitate these students’ learning? I used a case study approach to examine the five students’ and four teachers’ experiences in their unique settings (Lichtman, 2013), as reported by them (Cohen, Manion & Morrison, 2011). I transcribed and coded the interviews. According to both teachers and students, group activities and the teachers’ scaffolding via one-to-one oral discussions or written feedback were the most productive learning strategies for students. From the perspective of Vygotsky’s (1978) concept of the Zone of Proximal Development, the students appeared to move towards independent learning through supported interactions with their peers and teachers to achieve the learning outcomes in their mainstream subjects.

This study sought to explore the academic learning experiences of a group of secondary international students. A number of schools provide education to international students in this country, however little attention has been paid to exploring this group of students’ academic learning. This study addressed the subject with two questions: What are international ELL students’ perspectives on their mainstream academic learning; and What do mainstream teachers report facilitate these students’ learning? I used a case study approach to examine the five students’ and four teachers’ experiences in their unique settings (Lichtman, 2013), as reported by them (Cohen, Manion & Morrison, 2011). I transcribed and coded the interviews. According to both teachers and students, group activities and the teachers’ scaffolding via one-to-one oral discussions or written feedback were the most productive learning strategies for students. From the perspective of Vygotsky’s (1978) concept of the Zone of Proximal Development, the students appeared to move towards independent learning through supported interactions with their peers and teachers to achieve the learning outcomes in their mainstream subjects.

Because the world is becoming a planet where speed plays a much bigger role than only one generation ago, information is gained at almost the speed of light. Although is not seen as strange phenomenon anymore, the fact remains that technology has developed so drastically that it is almost unthinkable that a person of sixty years old today started her live without television, computer, internet, and perhaps, also without a telephone. In the process literature and language are disciplines that are drastically influenced, apart from the fact that 93% of all language is non-verbal. Images are becoming a most important part of communication and influence us cognitively and emotionally. Images also accelerate and increase our level of comprehension. Therefore visual literature is becoming an integral part of learning. In this article, the Afrikaans comic Asterix die Galliër is investigated, and it is argued that a comic can serve as a subgenre in the main stream of literature. Visual and verbal language are compared and common entities in the syntax, morphology and lexicon are identifi ed. It is concluded that the combined process of reading text and seeing images is essential for learning and rational thinking. Visual literature should therefore not be neglected as a source of academic training.

Because the world is becoming a planet where speed plays a much bigger role than only one generation ago, information is gained at almost the speed of light. Although is not seen as strange phenomenon anymore, the fact remains that technology has developed so drastically that it is almost unthinkable that a person of sixty years old today started her live without television, computer, internet, and perhaps, also without a telephone. In the process literature and language are disciplines that are drastically influenced, apart from the fact that 93% of all language is non-verbal. Images are becoming a most important part of communication and influence us cognitively and emotionally. Images also accelerate and increase our level of comprehension. Therefore visual literature is becoming an integral part of learning. In this article, the Afrikaans comic Asterix die Galliër is investigated, and it is argued that a comic can serve as a subgenre in the main stream of literature. Visual and verbal language are compared and common entities in the syntax, morphology and lexicon are identifi ed. It is concluded that the combined process of reading text and seeing images is essential for learning and rational thinking. Visual literature should therefore not be neglected as a source of academic training.

Because the world is becoming a planet where speed plays a much bigger role than only one generation ago, information is gained at almost the speed of light. Although is not seen as strange phenomenon anymore, the fact remains that technology has developed so drastically that it is almost unthinkable that a person of sixty years old today started her live without television, computer, internet, and perhaps, also without a telephone. In the process literature and language are disciplines that are drastically influenced, apart from the fact that 93% of all language is non-verbal. Images are becoming a most important part of communication and influence us cognitively and emotionally. Images also accelerate and increase our level of comprehension. Therefore visual literature is becoming an integral part of learning. In this article, the Afrikaans comic Asterix die Galliër is investigated, and it is argued that a comic can serve as a subgenre in the main stream of literature. Visual and verbal language are compared and common entities in the syntax, morphology and lexicon are identifi ed. It is concluded that the combined process of reading text and seeing images is essential for learning and rational thinking. Visual literature should therefore not be neglected as a source of academic training.

Because the world is becoming a planet where speed plays a much bigger role than only one generation ago, information is gained at almost the speed of light. Although is not seen as strange phenomenon anymore, the fact remains that technology has developed so drastically that it is almost unthinkable that a person of sixty years old today started her live without television, computer, internet, and perhaps, also without a telephone. In the process literature and language are disciplines that are drastically influenced, apart from the fact that 93% of all language is non-verbal. Images are becoming a most important part of communication and influence us cognitively and emotionally. Images also accelerate and increase our level of comprehension. Therefore visual literature is becoming an integral part of learning. In this article, the Afrikaans comic Asterix die Galliër is investigated, and it is argued that a comic can serve as a subgenre in the main stream of literature. Visual and verbal language are compared and common entities in the syntax, morphology and lexicon are identifi ed. It is concluded that the combined process of reading text and seeing images is essential for learning and rational thinking. Visual literature should therefore not be neglected as a source of academic training.

Because the world is becoming a planet where speed plays a much bigger role than only one generation ago, information is gained at almost the speed of light. Although is not seen as strange phenomenon anymore, the fact remains that technology has developed so drastically that it is almost unthinkable that a person of sixty years old today started her live without television, computer, internet, and perhaps, also without a telephone. In the process literature and language are disciplines that are drastically influenced, apart from the fact that 93% of all language is non-verbal. Images are becoming a most important part of communication and influence us cognitively and emotionally. Images also accelerate and increase our level of comprehension. Therefore visual literature is becoming an integral part of learning. In this article, the Afrikaans comic Asterix die Galliër is investigated, and it is argued that a comic can serve as a subgenre in the main stream of literature. Visual and verbal language are compared and common entities in the syntax, morphology and lexicon are identifi ed. It is concluded that the combined process of reading text and seeing images is essential for learning and rational thinking. Visual literature should therefore not be neglected as a source of academic training.

Is it possible a dialogue between the dynamics of youth ministry and academic learning process. As animated by the adult personnel of the school helps to guarantee a correct initiation or pedagogy of the proper imprint in the academic world for the evangelizer, and involves students in the work of evangelization whereby they connect the four pillars of education treated in the Delors Report with the three levels of evangelization under the guidance of the Church. Youth ministry, which is an organized action of the Church, is carried out by young men and women who involve themselves with Jesus Christ and his message and become protagonists of a civilization of fraternity, thus fulfilling the mandate of Jesus: “Go into the whole world and proclaim the Gospel to every creature (Mk. 16, 15). When the school moves thus, it is to say that it becomes a school of “pastoral importance”; one that, despite difficulties encountered from the various points of view, employs stragies for inserting the seeds of the Gospel into different scholastic environments, which often results in high academic learning and at the same time a robust living of the values of the Gospel., Es posible un diálogo entre la dinamia de la pastoral juvenil y el proceso de aprendizaje académico, siempre y cuando la animación de los actores adultos de la escuela, garantizan un correcto proceso de iniciación o pedagogía del umbral tanto en lo académico como en lo evangelizador, e involucran a los estudiantes en el proyecto evangelizador, en el cual han empalmado los cuatro pilares de la educación considerados en el Informe de Delors con los tres niveles de evangelización, bajo las orientaciones de la Iglesia y para que la pastoral juvenil, que es la acción organizada de la Iglesia, consiga que los jóvenes y las jóvenes, se comprometan con Jesucristo y su mensaje, y sean protagonistas de una civilización de fraternidad, para de este modo cumplir con el mandato de Jesús: "Vayan por todo el mundo y prediquen mi Evangelio a toda creatura (Mc 16,15). Cuando así marcha una escuela, es entonces, una escuela en "clave de pastoral"; que a pesar, de las dificultades encontradas desde varios puntos de vista, emplea estrategias, para insertar los gérmenes del Evangelio en los diferentes ámbitos escolares consiguiendo un resultado de alto aprendizaje académico y al mismo tiempo vivencia plena de los valores del Evangelio.

Definition of learning as a constructive activity is given and classifications of learning strategies are revised, discussing aditionaly their value as resources for improving learning. Main caracteristcs of three instruments for assessing learning strategies are outlined., Se define el aprendizaje como una actividad constructiva y se revisan definiciones y clasificaciones de las estrategias del aprendizaje, discutiéndose su valor como recursos para el aprendizaje. Se reseñan las características principales de tres instrumentos para la evaluación de las estrategias de aprendizaje.

The purpose of this work was to establish the effect of ages on reading tasks in a sample of Spanish-speaking children. Seven hundred eighty nine Mexican and Colombian children, aged 5 to 16 years old, were assessed using the reading subtests from the Evaluación Neuropsicológica Infantil battery ENI (Child Neuropsychological assessment). Results showed that age had an important effect on the three analyzed reading measures: accuracy, speed and comprehension. The optimal performance on each of these reading measures was reached at a different age. The best possible González et al. 52 Revista Neuropsicología, Neuropsiquiatría y Neurociencias performance for text reading accuracy was seen between age 7 to -8 years; in contrast reading speed and reading comprehension were dominated at a later age., El propósito de este trabajo fue conocer los cambios ligados con la edad en el desempeño de tareas de lectura en niños hispanohablantes. Setecientos ochenta y nueve niños mexicanos y colombianos, entre 5 y 16 años de edad, fueron evaluados con las tareas de lectura de la batería de Evaluación Neuropsicológica Infantil ENI. Los resultados muestran que la edad tiene un efecto importante en las medidas analizadas: precisión, comprensión y velocidad lectoras. La edad en la que se alcanza el máximo desempeño varía de acuerdo a la medida analizada. Así, en la precisión lectora, alcanza el dominio óptimo entre los 7 y 8 años de edad, en contraste con la velocidad y comprensión de textos, que son dominadas más tarde en el desarrollo del niño.