16 SES 04.5 PS, General Poster Session
General Poster Session
Our society is characterized by the increasing value of information and knowledge, hence educational policies have tried to implement this social transformation into educational systems in order to promote both their use and the development of basic skills (European Commission, 2011; Plan Avanza 2, 2011, Junta de Andalucía, 2003).
The work carried out about the integration of ICT in classrooms (Archer et al., 2014; Tamim et al., 2011; Sáez, 2012) reveals the importance of including ICT in formal education as an instrument which facilitates the improvement of Essential skills, especially oral skills
That is the reason why our main objective is to establish how well ICTs are integrated in the curriculum of Primary Education in the area of the “Montes Orientales” of the province of Granada (Andalusia, Spain). Consequently, the specific objectives guiding the present study are: 1) to identify the level of ICT competence; 2) To gauge the opinion of teachers and students about the implementation of these means in the classroom; 3) To verify the existence of statistically significant differences in the use of ICT according to both, the instrumental areas and the other areas of Primary Education.
Research project funded by the University of Jaén(UJA 2014/06/33) and the Caja Rural de Jaén Foundation (RFC / Acción6_2014)
Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. Computers & Education, 78, 140-149. Decreto 72/2003, de 18 de marzo, de medidas de impulso de la sociedad del conocimiento en Andalucía. BOJA 21-03-2003 European Commission. (2011). Key data on learning and innovation through ICT at school in Europe 2011. European Commission: EACA P9 Eudydice. Plan Avanza2 (2015). Gobierno de España. En http://www.agendadigital.gob.es (Consultado: 30/06/2016). Saez López, J.M. (2012). Valoración del impacto que tienen las TIC en Educación Primaria en los procesos de aprendizaje y en los resultados a través de la triangulación de datos. Revista Latinoamericana de Tecnologia Educativa, vol. 11, nº 2, 11-24. Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.
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)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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