Margarita González Sánchez

La generación Google: evolución en las predisposiciones y comportamientos informativos de los jóvenes

El cambio informacional al que asistimos en la actualidad esta provocando algunas repercusiones en los habitos informativos de los individuos, configurandose un cambio cultural del que los llamados sujetos de la “generacion Google” son los maximos representantes. En este articulo se analizan las predisposiciones y comportamientos de 60 jovenes universitarios respecto a la actividad de busqueda en Internet (valoraciones, motivaciones, dificultades percibidas, desempenos en la busqueda de informacion, grado de satisfaccion con el proceso y otras atribuciones) con objeto de buscar evidencia en algunas de las caracteristicas aplicables a los sujetos de esta nueva generacion, examinando, ademas, si existen aspectos diferenciales entre alumnos de distinta edad. Los resultados permiten vislumbrar cierta evolucion en los sujetos de este cohorte, con repercusiones significativas para el ambito educativo. ----------------------------------------------------------------- In an increasingly digitised world where information is ubiquitous the “Google Generation” appear to occupy a position of prime importance when it comes to knowing how to access information. This article looks at practical evidence regarding some of the information behaviours of the subjects of this new generation, as well the differences between students of different ages. We have analyzed the predispositions and search procedures exhibited by 60 undergraduate students (evaluations, motivations, perceived difficulties, searching performances, satisfaction with the process and other valuations). The results are significant and provide new insights into how the informational aptitudes of the cohort investigated have evolved and what might be the educational impact of their new attitudes and search habits.

Integración de práctica y reflexión en un único proceso

In this paper we offer a set of reflexions around the practical training in Social Education. We signalize some of the difficulties that arise when you consider the practicum as a kind of training. We are aware that the relationship between the theoretical and practical training is a complex one.

Análisis de la práctica profesional del educador social en centros de educación secundaria

This article focuses on the social educator as a professional in the social education context who is qualified to carry out social education activities in schools, taking on functions aimed at resolving situations and problems that affect students and families. The main objective of this study was to see which professionals were responsible for attending to the socio-educational needs that arise in secondary schools in Spain’s different Autonomous Communities, and to analyse what functions they carry out. It is a descriptive-correlational study in which a digital questionnaire was given to a sampleof 440 agents of socio-educational intervention. Descriptive techniques of central tendency and dispersion as well as correlational and inferential techniques were used through non-parametric testing of hypotheses. The results show that the social educator is a professional that performs social-educational functions addressed to attending to situations of conflict or needon a more regular basis than other professionals who work in schools. The results show that the work of social educators focuses mainly on actions aimed at preventing absenteeism and controlling the students as they arrive at school, tasks of detection and prevention of risk factors, organising parents’ schools and information programmes, conflict mediation, development of communication programmes, socio-educational support and assessment for the educational community, and preparation of cultural events.

Un nuevo escenario de información y educación: el espacio 2.0

Embora a Web 2.0 seja apenas uma maneira de entender a Internet, este novo cenario tem contribuido para o desenvolvimento de novas formas de acesso, gestao e utilizacao da informacao apelando para novas formas de tirar partido no ensino da riqueza de informacoes deste novo espaco. Este artigo apresenta algumas indicacoes fundamentais relacionadas com o desenvolvimento e utilizacao da informacao e recursos contidos na Web 2.0. E este cenario, assente em novas possiblidades tecnologicas, que a educacao deve rentabilizar promovendo uma maior consciencializacao das suas implicacoes assim como uma interaccao positiva e significativa dos alunos com os novos meios de comunicacao social. Para as geracoes vindouras estas iniciativas poderao representar modos privilegiados de conhecer, interagir e, assim, aprender.

Estudio del perfil profesional y académico de la titulación de “Educación Social” en Castilla y León.

Los profesionales, egresados, academicos y empleadores de la Educacion Social en relacion con las competencias genericas valoran sobre todo la “resolucion de problemas”, “las habilidades de relacion interpersonal” y “la habilidad de trabajo en equipo”; competencias que dicen ser escasamente desarrolladas hasta ahora en la Universidad. En cuanto a las competencias especificas, se valoran sobre todo las de “Intervencion en ambitos especificos” y “el conocimiento de los elementos politico-administrativos, legislativos y metodologicos”, frente a los “basicos” de orden psicologico, por ejemplo, y menos los generales y teoricos. Finalmente hacemos una propuesta en clave de plan de estudios. ------------------------------------------------------------------------ The professionals, graduates, academics and employers of the Social Education in connection with the generis competentes value above all the “resolution of problems”, “the abilities of interpersonal relationship” and the “team work capacity”; competences said to be barely developed up to now at the University. In relation with the specific competences, we value mainly those of “Intervention in specific environments” and the “knowledge of the political-administrative, legislatives and methodological aspects”, in comparison with the “basic” elements within the psychological perspective, for example, and less those more general and theoretical. Finally we make a proposal related to the academic structure, the study plan.