Santiago Mengual Andrés

Lexicometric analysis of the specifity of teenagers' digital writing in WhatsApp

Este trabajo se enmarca en el Proyecto de la Direccion General de Investigacion y Gestion del Plan Nacional I+D+I del Ministerio de Educacion de Espana (Aprendizaje ubicuo con dispositivos moviles: elaboracion y desarrollo de un mapa de competencias en educacion superior) EDU2010-17420-Subprograma EDUC.RESUMENEl articulo presenta una investigacion en la que se analizan, desde una perspectiva lexico-metrica y factorial, los aspectos linguisticos y paralinguisticos mas relevantes de la escritura digital sincrona del adolescente espanol, en uno de los programas de mensajeria instanta-nea mas utilizados en la actualidad (WhatsApp©). La escritura en soportes digitales mo-viles ( smartphones y tabletas) es una de las actividades mas realizadas en nuestra sociedad y constituye un componente esencial de la competencia comunicativa en la Sociedad de la Informacion. La comunicacion digital forma parte de nuestras vidas y el analisis del uso comunicativo digital y ubicuo con dispositivos y programas tiene amplias repercusiones sociales, linguisticas y pedagogicas. La investigacion se ha contextualizado en una muestra de 417 conversaciones de WhatsApp de estudiantes de ensenanza secundaria, de entre 13 y 16 anos, en cuatro provincias espanolas. La metodologia de investigacion ha sido de corte cuantitativa para abordar el analisis lexicometrico del corpus linguistico-digital con refe-The article presents a lexicometric and factorial research in which we analyze the most relevant linguistic and paralinguistic characteristics of Spanish teenagers’ digital writing in one of the most popular and used instant messaging programs (WhatsApp©). Writing in digital mobile devices (smartphones and tablets) is one of the most commonly activities in our society and is an essential component of communicative competence in the Information and Communication Society. Digital communication is part of our lives and the analysis of the use of digital and ubiquitous communication devices and programs has a broad social, language, and teaching impact. The research has been contextualized in four Spanish provinces with a sample of 417 WhatsApp digital chats among high school students aged from 13 to 16. A quantitative methodology has been implemented from a lexicometric approach in order to analyze the digital linguistic corpus with reference to the most relevant linguistic and paralinguistic elements. Therefore, we have established correlations between independent variables that could explain digital writing linguistic patterns and usage. The results show that digital writing in this instant messaging app has special orthotypographic and audiovisual characteristics conditioned by usage variables such as size of the device display, hours of conversation, and relationship between speakers.

Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria

The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present.La emergencia de las tecnologias de informacion y comunicacion (TIC) plantea nuevos desafios educativos al profesorado, a los cuales puede responder desde un modelo de formacion coherente. El proposito de este estudio es analizar los conocimientos tecnologicos, pedagogicos y disciplinares del profesorado de Educacion Primaria, necesarios para la integracion de las TIC en la labor docente. Para ello, se llevo a cabo una investigacion con una metodologia cuantitativa de caracter no experimental en la que participaron 224 profesores de Educacion Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagogicos y disciplinares que tecnologicos, lo que conlleva a escasos conocimientos para la integracion de las TIC en la labor docente. Se constataron, ademas, diferencias significativas entre el genero y los anos de experiencia docente, y la relacion entre el uso ludico de la tecnologia y los conocimientos sobre sus aspectos fundamentales. Segun los resultados obtenidos, se corrobora la necesidad de una alfabetizacion digital del profesorado abordada no solo desde una formacion tecnologica, sino tambien pedagogica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculacion a los procesos de ensenanza-aprendizaje en el aula donde las TIC esten presentes.The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present.

Primary Teachers' Technological, Pedagogical and Content Knowledge

The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present.La emergencia de las tecnologias de informacion y comunicacion (TIC) plantea nuevos desafios educativos al profesorado, a los cuales puede responder desde un modelo de formacion coherente. El proposito de este estudio es analizar los conocimientos tecnologicos, pedagogicos y disciplinares del profesorado de Educacion Primaria, necesarios para la integracion de las TIC en la labor docente. Para ello, se llevo a cabo una investigacion con una metodologia cuantitativa de caracter no experimental en la que participaron 224 profesores de Educacion Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagogicos y disciplinares que tecnologicos, lo que conlleva a escasos conocimientos para la integracion de las TIC en la labor docente. Se constataron, ademas, diferencias significativas entre el genero y los anos de experiencia docente, y la relacion entre el uso ludico de la tecnologia y los conocimientos sobre sus aspectos fundamentales. Segun los resultados obtenidos, se corrobora la necesidad de una alfabetizacion digital del profesorado abordada no solo desde una formacion tecnologica, sino tambien pedagogica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculacion a los procesos de ensenanza-aprendizaje en el aula donde las TIC esten presentes.The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present.