Examinando por browse.metadata.rodept "Departamento de Humanidades"
  • Publicación
    A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies
    (MDPI, 2022-01-01)
    Fernández Otoya, Fiorela Anai
    ;
    Raposo-Rivas, Manuela
    ;
    Halabi-Echeverry, Ana X.
    This review is a systematic literature review (SLR) with the aim of advancing the state of the art in Phonological Awareness in preschoolers (4–6 years) by means of Information and Communication Technologies (ICT). The SLR provides an important guide to newcomers to this domain and researchers who seek a structured body of knowledge in the subject for gaining new, important insights. Searches were carried out in the indexed database Scopus© between June and July 2020. Among the inclusion and exclusion criteria were studies reported in English, Spanish and Portuguese, updated electronic documents from the last ten years and studies cited by others at least once, except for those with publication acknowledgement after 2017. To complete the task, a triangulation assessment was made among three researchers using the same tool developed in Microsoft Excel©, in which the search terms, the search strings, inclusion and exclusion criteria and the study collection process were systematized along with a word cloud of keywords to improve the systematic feature of the SLR. Fifty-nine (59) scientific articles were selected and from those, 24 articles met the experts’ criteria. The method included: (1) search and selection of terms, (2) inclusion and exclusion criteria; (3) the searching process; and (4) reporting study collection. The SLR synthesis reported in this paper is a novel contribution built on two conceptual categories: Computer assisted learning systems (CAL) and Computer assisted instruction systems (CAI) which frame works on Phonological Awareness processes with Preschoolers and provide an appraisal of the results to advance knowledge of systematic reviews of preschoolers’ phonological awareness strictly supported by ICT.
  • Publicación
    Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-01-01)
    Fernández Otoya, Fiorela Anai
    ;
    Julio Cabero-Almenara
    ;
    Gerber Pérez-Postigo
    ;
    Jessie Bravo
    ;
    Manuel Alfredo Alcázar-Holguin
    ;
    Mauricio Vilca-Rodríguez
    Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.
  • Publicación
    Emotional intelligence, human values, creation and dissemination of content on social networks by girls in countries with emerging economies
    (Routledge, 2024-01-01)
    John D. Hoyos-Cifuentes
    ;
    Fernández Otoya, Fiorela Anai
    ;
    Wilson F. Rodríguez-Gómez
    ;
    César A. Bernal-Torres
    This study examines the relationship between emotional intelligence, the use of social networks (to create and share content), and adolescent girls’ practice of human values. A descriptive and exploratory analysis was conducted, involving a survey of 491 girls in Colombia and Peru, aged 8 to 18 and in grades three to eleven. Excluding Instagram and TikTok, no significant differences were found between the type of network used and the level of emotional intelligence management. Furthermore, no relationship was found between the social media platform used and the girls’ experience of values. Differences were found in Clarity, Repair, and Values, but not in Attention and Content, when comparing between age groups or educational levels. These results hold importance for those involved in the development of this population, given the significance of emotional intelligence management, social media usage, and the experience and practice of human values for girls. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
  • Publicación
    Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-01-01)
    Ana Lendínez Turón
    ;
    José Manuel Ortiz Marcos
    ;
    Oswaldo Lorenzo Quiles
    ;
    Fernández Otoya, Fiorela Anai
    The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.
  • Publicación
    Sustainability in undergraduate course curricula at Andalusian (Spain) universities: a critical analysis
    (Frontiers Media SA, 2024)
    Lourdes Aranda
    ;
    Rocío del Pilar Rumiche Chávarry
    ;
    José Manuel Ríos-Ariza
    ;
    Esther Mena-Rodríguez
    Education is one of the main tools used to implement sustainable development goals (SDGs). Higher education institutions (HEIs) have a major social responsibility regarding sustainability given the relevance and impact of their educational work and the creation of knowledge through their research. Sustainability is promoted and linked to values, teaching-learning methodologies, and studying of global–local problems. Within this framework, the objective of our research is to determine the presence and means by which sustainability appears in the course curricula of university bachelor’s degrees of the public universities of Andalusia (Spain). The study used quantitative methodology. As in other studies, major deficiencies have been revealed in terms of the inclusion of sustainability in the universities, determining a limited presence of local problems to address sustainability. Thus, Andalusian universities distance themselves from the society and community in which they exist. This may also limit student knowledge of sustainability issues in which they could potentially be relevant participants.
  • Publicación
    The impact of the MOOC based on the flipped classroom methodology to increase the level of information and information literacy competence in primary school teachers
    (Frontiers Media SA, 2025-01-01)
    Fernández Otoya, Fiorela Anai
    ;
    Gerber Pérez-Postigo
    ;
    Bravo Jaico, Jessie Leila
    ;
    Manuel Alfredo Alcázar-Holguin
    ;
    Loaiza Chumacero, Sandra Cecilia
    We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society.