Ángel Boza Carreño

Relació entre hores dedicades a internet i web 2.0 en l’ensenyament universitari

This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools.ResumenEl presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools. El presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.

Relationship between hours spent on the Internet and Web 2.0 in Higher Education

This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools.ResumenEl presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools. El presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.

Aprender a ensinar: influências culturais no desenho artístico (estudo de caso)

Nesta era multicultural em que vivemos, e em que estamos cada vez mais proximos atraves da internet e dos meios de comunicacao, sofremos influencias culturais que outrora seriam impensaveis. No nosso meio, tem vindo a crescer varias expressoes artistico-visuais influenciadas por fenomenos de cultura visual ligadas a imagem, oriundos das mais diversas culturas. Este trabalho, inserido no campo da investigacao educativa, pretende analisar as influencias culturais presentes no desenho de um aluno do ensino secundario enquadrado na area das artes visuais. Para tal, a investigacao e realizada em Portugal, numa escola secundaria publica na regiao do Algarve, concretamente na cidade de Faro, e a escola caracteriza-se por estar ligada as artes plasticas, apresentando-se os dados recolhidos junto deste aluno na disciplina de desenho. Palavras-chave: Influencias culturais. Desenho artistico. Artes visuais. Educacao artistica. Cultura visual. Learning to teach: cultural influences in artistic drawing (case study) Abstract In this multicultural era in which we live, and the fact that we are increasingly united via the internet and the media, leads us to cultural influences that once were unthinkable. In our midst, several visual-artistic expressions have grown influenced by visual culture phenomena related to the image, originating from diverse cultures. This study, in the field of educational research, aims to examine the cultural influences present in the drawing of a secondary school student studying visual arts. To do so, research was made at a Portuguese public high school in the Algarve region, characterized by being an art school. Data collected from one case study, lead to the conclusions presented in this study. Keywords: Cultural influences. Artistic drawing. Visual arts. Art education. Visual culture.

La orientación en Educación Secundaria : una perspectiva cualitativa desde los orientadores = The counseling in Secondary Education : a qualitative perspective fiom the school counselors

RESUMEN Este trabajo desarrolla un analisis cualitativo de la orientacion educativa desde la perspectiva de los orientadores de Educacion Secundaria. La metodologia usada ha sido la entrevista en profundidad. Como resultado hallamos un sistema de categorias que nos describe la orientacion desde sus inquietudes, preocupaciones y vivencias como profesionales de la orientacion. ABSTRACT This work develops a qualitative analysis of counseling from the perspective of the secondary school counselors. The used methodology has been the interview in depth. As result we found a system of categories that describes the counseling from its restlessness, preoccupations and experiences to us like professionals of counseling.