Josefina Santibáñez Velilla

Televisión: un recurso para adquirir conocimientos, procedimientos y valores

The television, used as a didactic tool in the teaching-learning process, contributes to the construction of an innovative space in the teaching practice. The most important issue is not only to know what tools are used by the teachers and how often they used them, but to know what cognitive, procedural and attitudinal strategies are acquired or developed by the students. This research on the use of TV as a didactic tool studies the answers of 91 students of different specialities of the Pedagogic Proficiency Course (Curso de Aptitud Pedagogica 2003-2004) of the University of La Rioja.

Competencia en comunicación audiovisual en un entorno digital en la enseñanza no universitaria: necesidades y carencias / Audiovisual communication competence in a digital environment in nursery, primary and secondary education: needs and deficiencies

espanolEsta investigacion se enmarca en el proyecto I+D+i financiado por el Ministerio de Ciencia y Educacion con los objetivos siguientes: 1. Diagnosticar los niveles de competencia audiovisual en las muestras seleccionadas de alumnos de Educacion Infantil, Educacion Primaria, Educacion Secundaria Obligatoria y Bachillerato. 2. Detectar en dichas muestras las necesidades y carencias en cada dimension de la competencia en comunicacion audiovisual en el entorno digital (lenguaje, tecnologia, ideologia y valores, produccion y programacion, recepcion y audiencias, estetica). Se elaboraron cuestionarios online (indices de fiabilidad entre 0,61 y 0,787), en el tratamiento estadistico se utilizo el SPSS 18.0. Los resultados de 2143 alumnos ponen de manifiesto que una parte importante de los alumnos son competentes ante los medios, en un nivel aceptable de acuerdo con los cuestionarios aplicados. En la competencia mediatica convergen contenidos vinculados a la competencia audiovisual y competencia digital ambas incluidas en la competencia basica «El tratamiento de la informacion y competencia digital» del curriculum vigente en la ensenanza obligatoria. Se requiere por tanto, que las dimensiones e indicadores de la competencia mediatica se articulen transversalmente en las distintas areas de conocimiento, y a su vez en sus diferentes componentes del curriculo: objetivos, contenidos, metodologia, actividades y sistemas de evaluacion en el proceso de ensenanza y aprendizaje en las etapas de la ensenanza no universitaria. EnglishThis national level research, situated in an R&D project funded by the Science and Education Ministry, has the following goals: 1. To diagnose the levels of audiovisual competence in the chosen samples of students of Nursery Education, Primary Education, Compulsory Secondary Education and Optional Secondary Education. 2. To detect in the same samples of students the needs and deficiencies in every dimension of the audiovisual communication competence in the digital environment (language, technology, ideology and values, production and programming, reception and audiences, aesthetics). Some online questionnaires (with reliability coefficients from 0,61 to 0,787) were designed. The data extracted from these questionnaires were processed using the software package SPSS, version 18.0. The results obtained from a sample of 2143 students show that an important part of the students are media competent, i.e. they achieve an acceptable level in accordance with the questionnaires applied. Contents associated with audiovisual competence and digital competence, both included in the basic competence «Information Processing and Digital Competence» of the current curriculum for compulsory education, converge on media competence. The dimensions and indicators of media competence must, therefore, be articulated with the different knowledge areas and with the different components of the curriculum: objectives, contents, methodology, activities and assessment procedures in the teaching and learning process of the different levels of nursery, primary and secondary education.

Aula virtual y presencial en aprendizaje de comunicación audiovisual y educación

The mixed model of Teaching-Learning intends to use Information and Communication Technologies (ICTs) to guarantee an education more adjusted to European Space for Higher Education (ESHE). The following research objectives were formulated: 1) To find out the assessment made by teacher-training college students of the virtual classroom WebCT as an aid to face-to-face teaching. 2) To know the advantages of the use of WebCT and ICTs by students in the case study: «Values and counter-values transmitted by television series for children and teenagers». The research has been carried out using a sample of 205 students of the University of La Rioja who attended a course in Technologies Applied to Education. The technique of qualitative and quantitative content analysis has been used to provide an objective, systematic and quantitative description of the different documents content. The results obtained show that the communication, content and assessment tools of WebCT are favourably assessed by the students. We have reached the conclusion that WebCT and ICTS constitute an aid to ESHE methodological innovation based on student-centred learning. The students showed their audiovisual competence in the analysis of values and the construction of multimedia documents using different formats. Through their works these students give a new sense to the use of television series in education.El modelo mixto de ensenanza-aprendizaje pretende utilizar las tecnologias de la informacion y de la comunicacion (TIC) para garantizar una formacion mas ajustada al Espacio Europeo de Educacion Superior (EEES). Se formularon los siguientes objetivos de investigacion: Averiguar la valoracion que hacen los alumnos de Magisterio del aula virtual WebCT como apoyo a la docencia presencial, y conocer las ventajas del uso de la WebCT y de las TIC por los alumnos en el estudio de caso: «Valores y contravalores transmitidos por series televisivas visionadas por ninos y adolescentes». La investigacion se realizo con una muestra de 205 alumnos de la Universidad de La Rioja que cursaban la asignatura de «Tecnologias aplicadas a la Educacion». Para la descripcion objetiva, sistematica y cuantitativa del contenido manifiesto de los documentos se ha utilizado la tecnica de analisis de contenido cualitativa y cuantitativa. Los resultados obtenidos demuestran que las herramientas de comunicacion, contenidos y evaluacion son valoradas favorablemente por los alumnos. Se llega a la conclusion de que la WebCT y las TIC constituyen un apoyo a la innovacion metodologica del EEES basada en el aprendizaje centrado en el alumno. Los alumnos evidencian su competencia audiovisual en los ambitos de analisis de valores y de expresion a traves de documentos audiovisuales en formatos multimedia. Dichos alumnos aportan un nuevo sentido innovador y creativo al uso docente de series televisivas.El modelo mixto de ensenanza-aprendizaje pretende utilizar las tecnologias de la informacion y de la comunicacion (TIC) para garantizar una formacion mas ajustada al Espacio Europeo de Educacion Superior (EEES). Se formularon los siguientes objetivos de investigacion: Averiguar la valoracion que hacen los alumnos de Magisterio del aula virtual WebCT como apoyo a la docencia presencial, y conocer las ventajas del uso de la WebCT y de las TIC por los alumnos en el estudio de caso: «Valores y contravalores transmitidos por series televisivas visionadas por ninos y adolescentes». La investigacion se realizo con una muestra de 205 alumnos de la Universidad de La Rioja que cursaban la asignatura de «Tecnologias aplicadas a la Educacion». Para la descripcion objetiva, sistematica y cuantitativa del contenido manifiesto de los documentos se ha utilizado la tecnica de analisis de contenido cualitativa y cuantitativa. Los resultados obtenidos demuestran que las herramientas de comunicacion, contenidos y evaluacion son valoradas favorablemente por los alumnos. Se llega a la conclusion de que la WebCT y las TIC constituyen un apoyo a la innovacion metodologica del EEES basada en el aprendizaje centrado en el alumno. Los alumnos evidencian su competencia audiovisual en los ambitos de analisis de valores y de expresion a traves de documentos audiovisuales en formatos multimedia. Dichos alumnos aportan un nuevo sentido innovador y creativo al uso docente de series televisivas.The mixed model of Teaching-Learning aims to use Information and Communication Technologies (ICT) to guarantee an education more in line with the European Higher Education Area (EHEA). The following research objectives were formulated: 1) To find out the assessment made by teacher-training college students of the virtual classroom WebCT as an aid to face-to-face teaching. 2) To know the advantages of the use of WebCT and ICT by students in the case study: «Values and counter-values transmitted by television series for children and teenagers». The research has been carried out using a sample of 205 students from the University of La Rioja who attended a course on Technologies Applied to Education. The technique of qualitative and quantitative content analysis has been used to provide an objective, systematic and quantitative description content of different documents. The results obtained show that the communication, content and assessment tools of WebCT are favourably assessed by the students. We have reached the conclusion that WebCT and ICT constitute an aid to EHEA methodological innovation based on studentcentred learning. The students demonstrated their audiovisual competence in the analysis of values and the construction of multimedia documents using different formats. Through their work these students give a new meaning to the use of television series in education.The mixed model of Teaching-Learning intends to use Information and Communication Technologies (ICTs) to guarantee an education more adjusted to European Space for Higher Education (ESHE). The following research objectives were formulated: 1) To find out the assessment made by teacher-training college students of the virtual classroom WebCT as an aid to face-to-face teaching. 2) To know the advantages of the use of WebCT and ICTs by students in the case study: «Values and counter-values transmitted by television series for children and teenagers». The research has been carried out using a sample of 205 students of the University of La Rioja who attended a course in Technologies Applied to Education. The technique of qualitative and quantitative content analysis has been used to provide an objective, systematic and quantitative description of the different documents content. The results obtained show that the communication, content and assessment tools of WebCT are favourably assessed by the students. We have reached the conclusion that WebCT and ICTS constitute an aid to ESHE methodological innovation based on student-centred learning. The students showed their audiovisual competence in the analysis of values and the construction of multimedia documents using different formats. Through their works these students give a new sense to the use of television series in education.