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@article{ title = {Relational topologies in the learning activity spaces: operationalising a sociomaterial approach}, type = {article}, year = {2024}, pages = {2793-2815}, volume = {72}, websites = {https://link.springer.com/10.1007/s11423-023-10296-z}, month = {10}, day = {6}, id = {a524ee05-b73a-38e4-adda-6446e3d3859e}, created = {2023-10-22T09:22:41.345Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-11-15T14:54:43.704Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.}, bibtype = {article}, author = {Castañeda, Linda and Marín, Victoria I. and Villar-Onrubia, Daniel}, doi = {10.1007/s11423-023-10296-z}, journal = {Educational technology research and development}, number = {5} }
@article{ title = {Developing the DALI Data Literacy Framework for Critical Citizenry / Desarrollando el marco DALI de alfabetización en datos para la ciudadanía}, type = {article}, year = {2024}, volume = {27}, websites = {https://revistas.uned.es/index.php/ried/article/view/37773}, id = {34de595a-7fe5-3d4c-bde5-4c9824db12de}, created = {2023-10-22T09:22:41.434Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-12-24T16:52:33.263Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Castañeda, L. and Haba-Ortuño, I. and Villar-Onrubia, D. and Marín, Victoria I. and Tur, G. and Ruipérez-Valiente, J. A. and Wasson, B.}, doi = {10.5944/ried.27.1.37773}, journal = {RIED-Revista Iberoamericana De Educación a Distancia}, number = {1} }
@inbook{ type = {inbook}, year = {2024}, pages = {43-63}, websites = {https://linkinghub.elsevier.com/retrieve/pii/B9780323902373000035}, publisher = {Elsevier}, id = {06390e62-e49d-3e6b-b06e-6c58fe811965}, created = {2023-12-24T16:45:57.654Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-04-09T18:32:29.618Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {inbook}, author = {Tur, Gemma and Ramírez-Mera, Urith and Marín, Victoria I.}, doi = {10.1016/B978-0-323-90237-3.00003-5}, chapter = {ePortfolios with blogs and microblogs: the complementary role of Twitter for reflection}, title = {Handbook of Social Media in Education Consumer Behavior and Politics} }
@article{ title = {Digital educational platforms in primary education: the case of Catalonia}, type = {article}, year = {2024}, pages = {475-493}, volume = {33}, websites = {https://www.tandfonline.com/doi/full/10.1080/1475939X.2024.2337346}, month = {4}, day = {9}, id = {535fa700-846e-3ec4-8cc0-0efff8bccaa2}, created = {2024-04-10T06:06:11.885Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-11-08T18:52:17.972Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.}, doi = {10.1080/1475939X.2024.2337346}, journal = {Technology, Pedagogy and Education}, number = {4} }
@article{ title = {La evaluación en línea en el punto de mira: Un estudio de caso en la universidad española}, type = {article}, year = {2024}, volume = {28}, websites = {https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/18426}, month = {5}, day = {10}, id = {e578a99a-3cab-3639-a68e-fecb4c8cbfaf}, created = {2024-05-11T16:06:39.697Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-05-11T16:06:39.697Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {Objetivo. Este estudio de caso exploratorio tiene como propósito analizar las actitudes, prácticas y preferencias del profesorado y alumnado de educación superior en relación con la evaluación en línea. Metodología. Se aplicó una metodología cuantitativa basada en el cuestionario, y se realizó un análisis descriptivo y correlacional. Las personas participantes incluyeron alumnado y profesorado de una universidad española presencial. Resultados. Se presentan ciertas similitudes y diferencias en cuanto a actitudes, prácticas y preferencias entre alumnado y profesorado. También se identificaron ciertas relaciones, si bien débiles, entre las prácticas de evaluación en línea utilizadas y algunas características del perfil del profesorado o su docencia (experiencia docente, carga docente y tamaño de las clases). Conclusiones. Los hallazgos ponen de manifiesto que gran parte del profesorado muestra ciertas reticencias en el diseño y realización de estrategias de evaluación en línea más allá de los exámenes tradicionales, así como una gran preocupación en cuanto al control del alumnado y el peligro de fraude. Por su parte, el alumnado presenta actitudes generalmente más positivas que el personal docente respecto a la evaluación en línea. Las recomendaciones apuntan a la consideración del papel de las unidades institucionales de apoyo y de formación al profesorado para la mejora de la competencia digital docente en relación con la evaluación en línea, la importancia de la actualización de los sistemas de seguridad en las infraestructuras técnicas, y el ajuste de los efectos de la carga docente y el tamaño de las clases cuando se aplica la evaluación en línea.}, bibtype = {article}, author = {Marín, Victoria I. and Coiduras, Jordi and Brescó, Enric and Carrera, Xavier}, doi = {10.15359/ree.28-1.18426}, journal = {Revista Electrónica Educare}, number = {1} }
@article{ title = {Students’ Self-Regulated Learning Strategies in the Online Flipped Classroom}, type = {article}, year = {2024}, volume = {21}, websites = {https://www.thejeo.com/archive/2024_213/diningrat_marin__bachri}, id = {4503e996-4f16-3223-8b19-b317b9335d86}, created = {2024-05-23T06:04:18.106Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-05-23T06:04:18.106Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Diningrat, S. W. M. and Marín, V. I. and Bachri, B. S.}, doi = {10.9743/JEO.2024.21.3.4}, journal = {Journal of Educators Online}, number = {3} }
@article{ title = {Ethical Issues in the Use of Technologies in Education Settings: A Scoping Review}, type = {article}, year = {2024}, pages = {e31301}, volume = {25}, websites = {https://revistas.usal.es/tres/index.php/eks/article/view/31301}, month = {5}, day = {27}, id = {49c9abd7-d889-3070-803f-7b73618437fb}, created = {2024-06-09T17:01:15.139Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-06-22T17:40:29.640Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {The increasing technology usage in educational settings has not always regarded the ethical implications that may involve its use. Despite its impact, educational practice has shown limited interest in caring about ethics, and research has only sparked slight attention to explore these issues. This scoping review aims to provide an overview of the evidence available in educational research and practice concerning ethical issues of educational technology and the knowledge gaps in the topic. A sample of 99 studies was included in the review and coded according to the basic characteristics of the study, research scope and methods, strategies, and recommendations. Data collected provides evidence of important research growth in two concrete time periods: 2006-2010, with the emergence of social media, and 2015-2020, which includes the pandemic educational emergency time. The findings also show two prominent research topics: Data privacy/confidentiality and Academic honesty and intellectual property. Many topics were present from the early years of the Educational Technology field, while others appeared recently in the 21st century. An important presence of theoretical studies shows that philosophical discussion is still predominant, and timid movements concerning educational practice are observed. Conclusions reflect the need to work on further recommendations towards practices that actively consider these ethical issues in educational technology.}, bibtype = {article}, author = {Marín, Victoria I. and Tur, Gemma}, doi = {10.14201/eks.31301}, journal = {Education in the Knowledge Society (EKS)} }
@article{ title = {Auditoría tecnoética para el uso sostenible de plataformas digitales en Educación Primaria}, type = {article}, year = {2024}, pages = {53-68}, websites = {https://turia.uv.es/index.php/realia/article/view/28326}, id = {096abf6b-33eb-3387-89b5-1870df1a5380}, created = {2024-08-15T15:17:38.091Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-09-02T16:24:11.600Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.}, doi = {10.7203/realia.33.38326}, journal = {Research in Education and Learning Innovation Archives}, number = {33} }
@article{ title = {Estrategias Educativas STEM-STEAM en Nivel Superior: Revisión Sistemática de Literatura}, type = {article}, year = {2024}, pages = {16-30}, volume = {45}, websites = {https://www.revistaespacios.com/a24v45n04/a24v45n04p02.pdf}, month = {7}, day = {31}, id = {7610a5af-d967-3a67-ba5a-a0046cdc59f3}, created = {2024-08-15T15:17:38.104Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-09-02T16:24:11.583Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {Este estudio aborda las estrategias didácticas STEM-STEAM en nivel superior mediante una revisión sistemática PRISMA de 36 publicaciones indexadas en SCOPUS y WOS. Identifica la interdisciplinaridad y las metodologías activas como las prácticas más efectivas, promoviendo habilidades cognitivas, sociales y emocionales. Los resultados enfatizan la necesidad de estrategias innovadoras que integren conocimientos técnicos y habilidades blandas, preparando a los estudiantes para desafíos laborales actuales y futuros. Este aporte es crucial para el progreso pedagógico en educación superior.}, bibtype = {article}, author = {Zúñiga-Tinizaray, Fanny S. and Marín, Victoria I.}, doi = {10.48082/espacios-a24v45n04p02}, journal = {Espacios}, number = {04} }
@inproceedings{ title = {A Design-based Research Approach to Ethics in Educational Technology: Perspectives of Future Education Professionals}, type = {inproceedings}, year = {2024}, pages = {3-4}, websites = {https://eden-europe.eu/wp-content/uploads/2024/07/2024-AC-Proceedings_final_2.pdf}, publisher = {EDEN Digital Learning Europe}, id = {04a196b5-6ff2-3493-9065-1546d055cda6}, created = {2024-10-30T09:16:14.425Z}, accessed = {2024-10-30}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-10-30T09:48:54.682Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {false}, hidden = {false}, private_publication = {false}, bibtype = {inproceedings}, author = {Kramer, Michaela and Marín, Victoria I. and Bedenlier, Svenja}, editor = {Duart, Josep M. and Trepulé, Elena}, booktitle = {EDEN Annual Conference Proceedings} }
@inproceedings{ title = {Project UnimSTEM: School and University Integration of STEAM and Digital Competences}, type = {inproceedings}, year = {2024}, pages = {190-191}, websites = {https://eden-europe.eu/wp-content/uploads/2024/07/2024-AC-Proceedings_final_2.pdf}, publisher = {EDEN Digital Learning Europe}, id = {c6cf264c-4024-3759-8966-7532023f2e4e}, created = {2024-10-30T09:18:53.624Z}, accessed = {2024-10-30}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-10-30T09:19:38.169Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {false}, hidden = {false}, private_publication = {false}, bibtype = {inproceedings}, author = {Peinado Alamillo, Raül and Marín, Victoria I. and Aguilar, David}, editor = {Duart, Josep M. and Trepulé, Elena}, booktitle = {EDEN Annual Conference Proceedings} }
@article{ title = {Improving pedagogical design in higher education: untangling the learning activity complexity through students’ declared performance}, type = {article}, year = {2023}, volume = {18}, websites = {https://rptel.apsce.net/index.php/RPTEL/article/view/2023-18004}, id = {dcde64d9-c692-395a-907b-3a6dffc4236a}, created = {2022-09-29T09:30:06.460Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-03-01T07:48:36.295Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Castañeda, L. and Marín, Victoria I.}, doi = {10.58459/rptel.2023.18004}, journal = {Research and Practice in Technology Enhanced Learning} }
@article{ title = {No way back : From naive social media practices to committed approaches}, type = {article}, year = {2023}, pages = {1-5}, volume = {15}, websites = {https://doi.org/10.30935/cedtech/12726}, id = {0b12bc79-379c-3a4b-b942-6f28e755ab71}, created = {2022-12-18T18:13:40.001Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2022-12-18T18:13:40.001Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {false}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Tur, Gemma and Marín, Victoria I.}, doi = {10.30935/cedtech/12726}, journal = {Contemporary Educational Technology}, number = {1} }
@article{ title = {Academic tasks for fostering the PLE in Higher Education : International Insights on Learning Design and Agency}, type = {article}, year = {2023}, keywords = {design,higher education,learning,personal learning environment,ple,student agency}, pages = {1-29}, volume = {23}, websites = {https://doi.org/10.6018/red.526541}, id = {7bc68150-aad6-3d91-8c29-486114063647}, created = {2023-01-01T19:50:33.036Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-01-18T14:52:08.158Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {false}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Castañeda, Linda and Marín, Victoria I. and Scherer Bassani, Patricia and Camacho, Araceli and Forero, Ximena and Pérez, Lucila}, doi = {10.6018/red.526541}, journal = {Revista de Educación a Distancia (RED)}, number = {71} }
@article{ title = {INVESTIGAR EN EDUCACIÓN. Iván M. Jorrín Abellán, Mónica Fontana Abad y Bartolomé Rubia Avi (Coord.) (2021). Editorial Síntesis. 302 páginas}, type = {article}, year = {2023}, pages = {197-199}, websites = {https://revistas.uned.es/index.php/empiria/article/view/36564}, month = {1}, day = {12}, chapter = {Reseñas}, id = {2a56d72e-c15f-3c66-ab38-d5822b76837e}, created = {2023-01-15T12:09:31.187Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-01-16T18:21:29.027Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {false}, hidden = {false}, source_type = {JOUR}, private_publication = {false}, bibtype = {article}, author = {Marín, Victoria I.}, doi = {10.5944/empiria.57.2023.36564}, journal = {Empiria. Revista de metodología de ciencias sociales}, number = {57} }
@article{ title = {Assessment of students’ agency in Finnish and Spanish university courses: Analysis of measurement invariance}, type = {article}, year = {2023}, volume = {118}, websites = {https://linkinghub.elsevier.com/retrieve/pii/S0883035523000058}, id = {effbede2-bf29-3655-ba98-95cf7869dfbc}, created = {2023-01-22T11:18:53.620Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-02-07T17:23:41.533Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Jääskelä, Päivikki and Tolvanen, Asko and Marín, Victoria I. and Poikkeus, Anna-Maija}, doi = {10.1016/j.ijer.2023.102140}, journal = {International Journal of Educational Research} }
@article{ title = {Invisible borders in educational technology research? A comparative analysis}, type = {article}, year = {2023}, websites = {https://link.springer.com/10.1007/s11423-023-10195-3}, month = {2}, day = {7}, id = {f94dc98f-2de0-3973-844f-5f1e3594b4ba}, created = {2023-02-08T07:04:38.835Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-02-08T07:04:38.835Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {Educational research is reflective of the nature and structure of national and regional education systems and their historical evolution. Educational technology research, as an area within educational research, reflects this case particularly prominently. Although individual countries and regions have varying research traditions, the publication of research in English as the scientific lingua franca can lead to missing nuances in terminology, which is often not reflected upon. Despite this, the exploration of research from different countries can still uncover diverse topical clusters. This study aims to identify the research topics in educational technology research in three countries (Germany, Spain and the United Kingdom), each with their own research traditions, through the terms used. To this end, a bibliometric analysis of 3034 article abstracts and keywords from 29 English-language Web of Science journals in the field of education and educational research was conducted, with a focus on educational technology. In addition, the quantitative findings are comparatively analysed by considering the corresponding cultural clusters. Main findings include diverse research foci in the three countries, also showing that distinct research traditions are still present, despite using English as lingua franca . Therefore, research articles written in English by non-English authors often do not reflect the same meanings in each country, despite using the same words. The conclusions reflect upon the need to establish ways of understanding the traditions behind those research articles and build collaborative systems to illustrate nuances in this research.}, bibtype = {article}, author = {Marín, Victoria I. and Buntins, Katja and Bedenlier, Svenja and Bond, Melissa}, doi = {10.1007/s11423-023-10195-3}, journal = {Educational technology research and development} }
@article{ title = {La privacidad de los datos en Tecnología Educativa: resultados de una revisión de alcance}, type = {article}, year = {2023}, pages = {7-23}, websites = {https://www.edutec.es/revista/index.php/edutec-e/article/view/2701}, month = {3}, day = {20}, id = {254b2c10-94cc-35c1-8922-620332daf225}, created = {2023-03-25T14:54:18.002Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-03-25T14:54:18.002Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {La privacidad de los datos en el uso de la tecnología en educación es un aspecto ético de interés creciente. El fenómeno conocido como datificación se ha visto aventajado con el uso de sistemas de analíticas de aprendizaje y de inteligencia artificial, que permiten la recogida y el análisis de grandes cantidades de datos. Si bien es un aspecto que preocupa, cuenta todavía con poca investigación. El objetivo de este estudio es analizar la literatura que trata este aspecto ético desde sus características básicas hasta los temas principales abordados, con la intención de poder identificar vacíos en la literatura y líneas de trabajo ya desarrolladas. A través de una revisión de literatura de alcance previa sobre aspectos éticos en tecnología educativa con 99 estudios, se identificaron 42 publicaciones que se centraban en el tema de la privacidad de los datos. La mayoría de trabajos son de carácter teórico y se centran en los estudiantes de educación superior. Algunos trabajos proponen recomendaciones sin concretar estrategias de trabajo, lo que contribuye a la consideración más bien superficial de la temática. Como líneas futuras se propone orientarse a estas estrategias de trabajo, considerando además, todos los niveles educativos.}, bibtype = {article}, author = {Marín, Victoria and Tur, Gemma}, doi = {10.21556/edutec.2023.83.2701}, journal = {Edutec. Revista Electrónica de Tecnología Educativa}, number = {83} }
@article{ title = {Book review: Digital Agency in Higher Education: Transforming teaching and learning, by Toril Aagaard and Andreas Lund}, type = {article}, year = {2023}, volume = {21}, websites = {https://scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.22}, day = {21}, id = {c24310ba-e628-3636-ace5-08ee9e27d502}, created = {2023-06-21T04:25:22.571Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-06-21T04:25:22.571Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Marín, Victoria I.}, doi = {10.14324/LRE.21.1.22}, journal = {London Review of Education}, number = {1} }
@article{ title = {Diseño y validación de un instrumento para medir las percepciones del profesorado universitario respecto a las TIC}, type = {article}, year = {2023}, pages = {31-54}, volume = {7}, websites = {https://revistas.isfodosu.edu.do/index.php/recie/article/view/580}, month = {7}, day = {16}, id = {306aab67-3c10-380c-9bf0-d8b9e606455a}, created = {2023-07-21T08:38:06.840Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-07-21T08:38:06.840Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {Esta investigación tiene como objetivo el diseño y la validación de un instrumento para medir la percepción docente respecto a las TIC y su impacto en el aprendizaje significativo. El diseño partió de las dimensiones obtenidas de la triangulación teórica y la recolección de datos derivados de una etapa cualitativa, sometidas a una revisión por un lingüista. El instrumento fue sometido a juicio de expertos para revisar la validación de contenido a través del método Lawshe (1975). La confiabilidad calculada con alfa de Cronbach fue de .973. Se realizó la validez del constructo con la técnica de análisis factorial exploratorio (AFE) con el método de componentes principales de rotación ortogonal. El cuestionario agrupa 31 ítems en seis dimensiones; evalúa la percepción docente con respecto al uso de las TIC en la práctica del profesorado.}, bibtype = {article}, author = {Palacios-Mora, Laura Milena and Salinas, Jesús and Marín, Victoria I.}, doi = {10.32541/recie.2023.v7i2.pp31-54}, journal = {RECIE. Revista Caribeña de Investigación Educativa}, number = {2} }
@article{ title = {Openness in Education as a Praxis: From Individual Testimonials to Collective Voices}, type = {article}, year = {2023}, pages = {76-112}, volume = {15}, websites = {https://openpraxis.org/articles/10.55982/openpraxis.15.2.574/}, month = {7}, day = {20}, id = {63058ea1-1a8e-3a77-bdd4-2ff7587774e7}, created = {2023-07-21T08:38:06.897Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-07-21T08:38:06.897Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {Bozkurt, Aras and Gjelsvik, Torunn and Adam, Taskeen and Asino, Tutaleni I. and Atenas, Javiera and Bali, Maha and Blomgren, Constance and Bond, Melissa and Bonk, Curtis J. and Brown, Mark and Burgos, Daniel and Conrad, Dianne and Costello, Eamon and Cronin, Catherine and Czerniewicz, Laura and Deepwell, Maren and Deimann, Markus and DeWaard, Helen J. and Dousay, Tonia A. and Ebner, Martin and Farrow, Robert and Gil-Jaurena, Inés and Havemann, Leo and Inamorato, Andreia and Irvine, Valerie and Karunanayaka, Shironica P. and Kerres, Michael and Lambert, Sarah and Lee, Kyungmee and Makoe, Mpine and Marín, Victoria I. and Mikroyannidis, Alexander and Mishra, Sanjaya and Naidu, Som and Nascimbeni, Fabio and Nichols, Mark and Olcott, Don and Ossiannilsson, Ebba and Otto, Daniel and Padilla Rodriguez, Brenda Cecilia and Paskevicius, Michael and Roberts, Verena and Saleem, Tooba and Schuwer, Robert and Sharma, Ramesh C. and Stewart, Bonnie and Stracke, Christian M. and Tait, Alan and Tlili, Ahmed and Ubachs, George and Weidlich, Joshua and Weller, Martin and Xiao, Junhong and Zawacki-Richter, Olaf}, doi = {10.55982/openpraxis.15.2.574}, journal = {Open Praxis}, number = {2} }
@article{ title = {Editorial del número especial: Prácticas educativas abiertas en educación superior / Editorial of the Special Issue: Open Educational Practices in Higher Education}, type = {article}, year = {2023}, pages = {1-8}, websites = {http://www.edutec.es/revista/index.php/edutec-e/article/view/2951}, month = {9}, day = {29}, id = {cbc34734-b8ed-36fb-b6b0-cc1a2a9d090a}, created = {2023-10-22T09:22:41.347Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-10-22T09:22:41.347Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {La noción de apertura no es nueva en la educación. Sin embargo, lejos de permanecer estable, su significado ha variado mucho a lo largo de los años y de unas zonas geográficas a otras, dando lugar a un concepto complejo y con múltiples capas. El enfoque inicialmente limitado a los contenidos asociado a los Recursos Educativos Abiertos (REA) se ha ampliado gradualmente para abarcar una gama más amplia de actividades educativas, como indica el cambio hacia las Prácticas Educativas Abiertas (PEA). Más allá de la producción y (re)utilización de recursos, las PEA abarcan también aspectos como la implantación de infraestructuras educativas abiertas o la adopción de modelos pedagógicos innovadores que empoderen a los estudiantes como coproductores en su trayectoria de aprendizaje permanente. Con este número especial, ofrecemos una perspectiva internacional (con investigaciones del Norte Global y del Sur Global) sobre la diversidad de formas y modalidades que pueden adoptar las PEA en los distintos contextos de la educación superior. Esperamos que las contribuciones de los autores sean de interés para los/as lectores/as de la Revista Edutec y que fomenten una mayor reflexión sobre laas PEA, así como nuevas investigaciones y prácticas.}, bibtype = {article}, author = {Marín, Victoria I. and Villar-Onrubia, Daniel}, doi = {10.21556/edutec.2023.85.2951}, journal = {Edutec. Revista Electrónica de Tecnología Educativa}, number = {85} }
@inproceedings{ title = {Future Prospects Of Artificial Intelligence In Education: A Preliminary Analysis of Educator Perspectives From Focus Groups In Japan, Spain And Germany}, type = {inproceedings}, year = {2023}, pages = {96-102}, id = {0723a924-7759-3e9b-959a-01fe0ce357a2}, created = {2023-10-31T18:11:47.547Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-10-31T18:11:47.547Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {inproceedings}, author = {Bai, J. and Marin, V. I. and Jung, I. and Zawacki-Richter, O.}, doi = {10.5334/uproc.74}, booktitle = {Ubiquity Proceedings, 3(1)} }
@article{ title = {La gestión de datos digitales en la educación primaria catalana: percepciones del profesorado}, type = {article}, year = {2023}, pages = {81-95}, websites = {https://edutec.es/revista/index.php/edutec-e/article/view/2883}, month = {12}, day = {21}, id = {157446b6-b682-39e6-96d5-ba1fd4326376}, created = {2023-12-24T16:51:04.822Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-12-24T16:51:04.822Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {La datificación de la educación primaria se ha visto acentuada por los procesos de neoliberalización y el solucionismo tecnológico impuesto por la Covid-19, como resultado del aumento de la industria edtech y el uso extendido de los Bigtech. Dada la importancia internacional que supone la gestión de los datos y la escasez de trabajos más allá de la educación superior, la investigación pretende identificar los principales actores involucrados en las redes de datos de la educación digital de Cataluña, así como comprender la percepción del profesorado de las escuelas de primaria sobre quién recae la responsabilidad de su custodia y gestión. Para ello, se utilizó un diseño mixto secuencial basado en 491 cuestionarios y 19 entrevistas con docentes de educación primaria de escuelas catalanas. Se ha evidenciado que el binomio público-privado Departament d’Educació, como representante de la administración pública, y Google, como gigante tecnológico, son los principales actores de la educación digital de Cataluña, en orden invertido. Sin embargo, la mayoría de los entrevistados desconoce cómo los agentes identificados gestionan los datos. Es por ello que insistimos en la necesidad de generar prácticas educativas y protocolos que garanticen la soberanía digital de los datos digitales del alumnado y profesorado.}, bibtype = {article}, author = {Gonzalez-Mingot, Sandra and Marín, Victoria I.}, doi = {10.21556/edutec.2023.86.2883}, journal = {Edutec. Revista Electrónica de Tecnología Educativa}, number = {86} }
@article{ title = {Les plataformes digitals a l’educació primària de Catalunya: una qüestió d’ètica}, type = {article}, year = {2023}, pages = {4-16}, id = {437e588c-8d03-359b-bbcb-35e178486e55}, created = {2023-12-24T16:51:04.913Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2023-12-24T16:51:04.913Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, bibtype = {article}, author = {González Mingot, S. and Marín, V. I.}, doi = {10.2436/20.3007.01.193}, journal = {Revista Catalana de Pedagogia}, number = {24} }
@article{ title = {Methodological Approaches to Evidence Synthesis in Educational Technology}, type = {article}, year = {2023}, pages = {167-191}, volume = {54}, websites = {https://www.medienpaed.com/article/view/1611}, month = {12}, day = {20}, id = {453a7167-3695-362d-afb1-d50f92b1a620}, created = {2024-02-23T19:06:32.592Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-02-23T19:11:43.464Z}, read = {false}, starred = {false}, authored = {true}, confirmed = {true}, hidden = {false}, private_publication = {false}, abstract = {Methoden der Evidenzsynthese werden in den Sozialwissenschaften immer beliebter, auch im Bereich der Bildungstechnologie, wo die Menge der durchgeführten Sekundärforschung exponentiell zugenommen hat. Während Übersichten einen wertvollen Einblick in den Stand des Feldes geben können, wurden Fragen zur methodischen Strenge und Transparenz aufgeworfen. In dieser tertiären Übersichtsarbeit wird daher untersucht, wie transparent und reproduzierbar die Berichterstattung über die Methoden der Evidenzsynthese im Bereich der Bildungstechnologie in den verschiedenen Arten von Übersichtsarbeiten ist. Zu diesem Zweck wurde eine kritische Analyse einer Stichprobe von 446 Evidenzsynthesen in drei Sprachen (Englisch, Deutsch und Spanisch) durchgeführt. Systematic Review, Meta-Analyse und Literaturreview als die am häufigsten verwendeten Review-Typen wurden für die weitere Analyse. In der Stichprobe wurden Indikatoren für die Replizierbarkeit in kritischen Phasen der Überprüfung identifiziert und nach Überprüfungstyp (Forschungsfrage, Suchstrategie, Datenextraktion und Synthese) analysiert. Die Ergebnisse zeigen, dass die methodische Transparenz bei der Datenextraktion und -synthese erheblich verbessert werden kann, wobei bestimmte Arten von Übersichten bei den Indikatoren schlechter abschneiden als andere. Es werden Empfehlungen zur Verbesserung der methodischen Transparenz und Strenge der Evidenzsynthese im Bereich der Bildungstechnologie gegeben.}, bibtype = {article}, author = {Buntins, Katja and Bedenlier, Svenja and Marín, Victoria and Händel, Marion and Bond, Melissa}, doi = {10.21240/mpaed/54/2023.12.20.X}, journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung} }
@inbook{ type = {inbook}, year = {2023}, pages = {59-65}, websites = {https://ceted.feevale.br/proedu/HTML/assets/pdf/museu_como_espaco_aprendizagem_28_07.pdf}, publisher = {Code Editora}, id = {d70ce83b-9701-32d0-9a9a-c766e23a6a30}, created = {2024-10-13T16:47:34.768Z}, file_attached = {false}, profile_id = {65a76387-edfd-39f8-bc5f-92d3eb673c73}, last_modified = {2024-10-13T16:47:34.768Z}, read = {false}, starred = {false}, aut