16 SES 05 B, Fostering Learning by ICT
Over recent years, in the Spanish region of Extremadura, there has been an increase in investments and endowment towards digitalizing education in schools. Internet and device connectivity during the academic course 2015-2016, based on the briefs from the Secretary General of the State Education Department (2015), has risen to 93,3% in public primary schools and 98,4% in private and state-maintained schools. Nevertheless, Spain and Extremadura more so, is still a leading sector in premature school leavers (21,9%). This, therefor, raises several research topics that this study aims to answer, namely; How are students learning with technology? Or in other words, does technology-use influence students Learning Strategies? Previous research conducted (Kalyuga & Liu, 2015; Park et al., 2015 & Mayer, 2008) suggests that digital technologies and multimedia learning has a significant effect on a student’s emotional and metacognitive ability, positively mediating the learner and their learning experience along with their emotional response. This paper summarizes a quantitative and descriptive design that employs two separate Likert-scale questionnaires measuring Digital Scenarios and Learning Strategies of 78 secondary school students. The results from this study align with the reviewed literature and also reveal other significant differences in regards to the cognitive process and specific learning strategies that learners use, along with identifying differences in regards to sex and age. The data permits researchers to draw several conclusions on learner profiles as well as, how digital technologies are influencing learners inside and outside the classroom. Underlining the importance of the pedagogical awareness of teacher and the need for advancing that knowledge to correctly use technology in the classroom.
Technology-based Learning offers a vast range of educational prospects that would not arise from a traditional style classroom (Kalyuga & Liu, 2015). In fact, digital technologies have changed all aspects of our lifestyle and social customs, which have altered dramatically, in regards from those set in previous decades. For every society to develop, new members must be trained and taught to meet with social and labour demands. Consequent to these changes, educational systems are taking a step forward from an industrial age of schooling to an era of connectivity (Siemens, 2005). In parallel, these new advances are moulding, and defining, a new profile of learners (Presnky, 2001, 2007 & 2010; Moravec, 2008 & Howe and Strauss, 2000), characterizing new learner capacities and contextualizing them in fresh learning scenarios (Beetham et al, 2009). Thus, challenging the constraints of formal education and traditional methodologies (Aesaert, van Braak, van Nijlen & Vanderline, 2015).
The aim of the study is to Identify Learning Strategy use of students of Compulsory Education and determine the influence of Digital Scenarios, sex and age.
Aesart, K., van Braak, J., van Nijlen, D. & Vanderlinde, R. (2015). Primary school pupils’ ICT competences: Extensive model and scale development. Computers & Education, 81(1)), 326-344. Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Glasgow: the Caledonian Academy, Glasgow Caledonian University. Cobo Romaní, C. & Moravec, J. W. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Collecció Transmedia XXI. Barcelona: Laboratori de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona. Çoklar, A. N., Kılıçer, K., & Odabaşı H. F. (2007). Critical view of the use of technology in education. Conference proceedings: 7th International Educational Technology Conference. Cyprus. Kalyuga, S. & Liu, T. C. (2015). Guest Editorial: Managing Cognitive Load in Technology-Based Learning Environments. Educational Technology & Society, 18 (4), 1-8. Marugán, M.; Carbonero, M. Á.; León, B.; Galán, M. (2013). Análisis del uso de estrategias de recuperación de la información por alumnos con alta capacidad intelectual (9-14 años) en función del género, edad, nivel educativo y creatividad. Revista de Investigación Educativa, 31 (1). 185-198. Mayer, R. E. (2008) Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psycologist, 63 (8), 760-769. Oblinger, D & Oblinger, J. (2006). Educating the Net Generation. EDUCAUSE. Park, B., Knörzer, L., Plass, J. L. & Brünken, R. (2015). Emotional design and possitive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42. Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9 (5). MCB University Press. Prensky, M. (2007). How to teach with technology: Keeping both teachers and students comfortable in an era of exponential change. Emerging technologies for learning, 2(4), 40-46. Prensky, M. (2010). Teaching digital natives: partnering for real learning. California: Sage publications. Román, J.M. & Gallego, S. (1995). ACRA Manual. Madrid: TEA Ed. S.G.T. del Ministerio de Educación, Culutra y Deporte (2015). Datos y Cifras del Curso Escolar 2015-2016. Subdirección General de Documentación y Publicaciones. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Strauss, W., & Hoew, N. (2000). Millennials Rising: The Next Great Generation. USA: Vintage Books.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
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Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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