arXiv subjects

Jose Gomez-Galan

Publications and source records attributed to Jose Gomez-Galan.

8 recordsLinked to original sources

arXiv2018

Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education

This article is a theoretical study on the effectiveness of educational research in the context of Philosophy of science. This topic of discussion, in the area of educational research, has been the subject of intellectual debate and arises again at the beginning of the 21st century. This article outlines the challenges and opportunities for scientific effectiveness facing educational research if it aspires to contribute to the ideal of an education of excellence and quality. Nine strategies to improve scientific effectiveness in educational research are identified and discussed. As a conclusion, it is argued that the foundations of contemporary educational research need to be revisited and reformulated, parallel to the new concepts present in the philosophy of science, to face the new problems present in our society.

physics.ed-ph↗

arXiv2018

Media Education as Theoretical and Practical Paradigm for Digital Literacy: An Interdisciplinary Analysis

In this article we offer an analysis of the practical and theoretical paradigm of media education as a fundamental pedagogical model for the adequate development of the current methods of digital literacy. In a society dominated by the flow of information and communicative processes - in which digitalization has led to techno-media convergence, the complete uniting of ICT novelties and traditional media - it is essential to use all the vast experience of basic principles, pedagogical theories and practice which this educational paradigm has offered during decades. The current techno-media society is not an altruistic system; the communicative processes continue to be dominated by economic, political and social elites whose main interest is to influence and control the population. In this context -conceiving education as the only way to achieve the full and democratic development of our society, for its growth in values and solidarity - an analysis of reality starting in school is essential by forming a citizenship conscious of the power and influence of the ICT and its true meaning in the world. An authentic digital literacy should include the correct understanding of the new techno-media languages, and cannot simply be reduced to a formation of a technical and instrumental kind.

physics.ed-ph↗

arXiv2018

Learning Historical and Chronological Time: Practical Applications

In the present article the necessity of introducing the teaching of time from the first educative stages is defended through a didactic process in which a feedback is produced between its chronological dimension (perception and measuring of physical time) and the historical (knowledge of time in the history of humanity). It has as its fundamental objectives the offering of pedagogical strategies which will contribute to the development of this competence in children, forming the basis of their future education as well as revising the classic educative theories about the learning of time. In particular, in relation to historical time where the employment of hyper-media timelines and the most original technology of improved virtual reality and 3D systems can contribute to an approach being given to their introduction for comprehension at an earlier age. Concurrently, the correct integration of those novel tools and telematic and computational systems in education, especially from the humanistic and analytical viewpoint, will permit the adoption of critical attitudes in the school with regard to the fictitious and virtual reality produced. It will contribute, in this manner, to facilitating a better comprehension of the modern world and the presence and functions that these play in society, in a constructivist context of the development of knowledge, science and culture.

physics.ed-ph↗

arXiv2018

Educational Architecture and Emerging Technologies: Innovative Classroom Models

This article has as its main objective to emphasize the importance that physical spaces and architecture should have for a correct pedagogical integration of the ICT, including in this concept all the current means of communication and, in particular, the emerging technologies. Not only is it because, as has been demonstrated, learning environments have a decisive impact on teaching processes and students' own learning, but it is also imperative that they be adapted for digital literacy, inevitable today in a society dominated by ICT. The use of post-structural theoretical methodology offers an analysis of the current situation in relation to immediate educational needs, obtaining as a result that a redefinition of physical learning spaces is urgently needed if we really want to carry out an education that responds to the social impact of emerging technologies. In this sense, and focusing on the physical classroom or traditional classroom as the basic space unit of the centers - and in general of the educational system on the whole - which has practically not changed its traditional structure, one points towards an innovative model of the more versatile and flexible, adapted to the current needs of a new curriculum and a new education for the citizens of the 21st century.

physics.ed-ph↗

arXiv2018

Educational Research and Teaching Strategies in the Digital Society

To achieve digital literacy nowadays a media education is required. The digital revolution breaks the barriers of space and time, and information has become the most valuable commodity. The new digital reality favours the convergence of all communicative media in existence and becomes the most powerful instrument, resource, means and message in globalized society. In this new reality education could be the catalyst of change, not only continuity. It is imperative to break this tendency and analyze it in a real and critical way, in all its complexity and dimensions. This is something which should be essential in the formation of teaching professionals in search of an authentic education for the needs of the contemporary world, and a fundamental pillar of a correct literacy of a citizen of the 21st century. In this work we offer a theoretical analysis of the educational research models and teaching strategies in this question.

physics.ed-ph↗

arXiv2018

Professional Practice in Higher Education: A Case Study in Faculty Training and Development in Brazil

One of the most important debates is currently focusing on specifying the training that university teachers must receive for their professional practice. Improving it in higher education is extremely important not only for the scientific production generated by university but also for the adequacy of the training that future graduates will be offered; professionals facing an increasingly demanding labour market with new needs. University teachers training, thus, should be a priority in academic policies due to their influence and the role played in the evolution of society, as well as being the basis of the quality of Higher Education. This research, a case study in the State of Goias (Brazil), is focused on a sample of practicing university teachers from different fields of knowledge, and has as main objective to know the characteristics of the training received for their professional practice, both in the field of scientific education and their educational role and ability to transfer knowledge. The methodology used has been mixed, not experimental and descriptive, with the help of instruments for data collection and analysis of quantitative and qualitative nature (questionnaires, interviews, monitoring, checklists, documentary analysis, etc.). The results confirmed the initial hypothesis, which stated that university teachers current training is primarily scientific and technical, and has gaps in the teacher training required today for a more effective work in the classroom. In this area teachers often use teaching methodologies supported by previous experiences with traditional features. Finally, to optimize this situation, different strategies for university teachers training are proposed seeking to improve both their reflection and teaching practice.

physics.ed-ph↗

arXiv2016

Knowledge and Influence of MOOC Courses on Initial Teacher Training

The impact of MOOC courses in the processes of distance learning has been extremely important from the very beginning. They offer an innovative model of massive teaching, which exploits in a paradigmatic manner the potential and relevance that ICT's currently have in modern society. The present article has as its primary objective the analysis of the presence of these courses and the role that they represent in teacher training, and their knowledge and influence on the future teachers that are currently being formed at university level. A case study has been carried out with descriptive not experimental methodology, from a quantitative base. The sample study has been undertaken in Spain (n=200). Its main result being the determination of the minimal impact that the MOOC phenomenon has had on the students polled. Equally, a significant lack of knowledge has been revealed in all its dimensions (professional, pedagogical, structural, etc.), with only a minority of those in the sample group having indicated that they have studied any of the courses, or know to some extent the main platforms of the world in which they are offered. A large number of those surveyed therefore are unaware of the existence of these courses. As a result, it has been established that, regardless of the quality of the learning and the didactic and methodological characteristics that the MOOC courses offer, their study and analysis is considered necessary for future educational professionals. It is imperative that at the level of Higher Education, and especially in the faculties of teacher training, that the most recent advances in the field of ICT's are introduced in the study plan and in the academic programs, for they constitute the base of modern society.

cs.CY↗

arXiv2016

Information and Communications Technologies (ICT) and Pre-Service Education Professionals: A Case Study of Motivation and Knowledge

The importance of knowing ICT training and motivation -so relevant in today's society- which currently offers the first year college students, mostly in degrees in Education, focuses the object of interest in this study. The following targets have been proposed: [1] knowing what basic skills regarding initial instrumental knowledge presents the prospective teacher (aptitudes) and [2] knowing their motivation for the educational use of ICT in the classroom (attitudes). For this purpose a non-experimental descriptive quantitative methodology has been used, with a sample of subjects (N=282) of the Autonomous Region of Extremadura (Spain). The results show that new degree college students possess a basic knowledge of ICT alongside a highly positive motivation towards the use of these. However, it is worrying that they only show an instrumental and technical knowledge of computing and telematic tools implied in social environments, but not pedagogical ones. Also they are unfamiliar with the true power of social, economic, political, ethical, influence as well as the effects and problems that their misuse can generate in their future students (addictions, manipulation, consumerism, etc.). Dimensions therefore for which they are urged to be trained at University for a proper performance as future professionals in education.

cs.CY↗