Revista Comunicar

Agyei, D.D., & Voogt, J. (2014). Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice. Australasian Journal of Educational Technology, 30(1), 92-105. https://doi.org/10.14742/ajet.499

Akkerman, S.F., & Van-Eijck, M. (2013). Re-theorising the student dialogically across and between boundaries of multiple communities. British Educational Research Journal, 39(1), 60-72. https://doi.org/10.1080/01411926.2011.613454

Attard, M., & Shanks, R. (2017). The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education, 40(1), 91-109. https://doi.org/10.1080/02619768.2016.1251899

Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1n20-vv12-4rb5-33va

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368

Bradshaw, P., Walsh, C., & Twining, P. (2011). The Vital Programme: Transforming ICT professional development. American Journal of Distance Education, 26(2), 74-85. https://doi.org/10.1080/08923647.2012.655553

Correa, J.M., & Martínez, A. (2010). ¿Qué hacen las escuelas innovadoras con la tecnología?: Las TIC al servicio de la escuela y la comunidad en el Colegio Amara Berri. Teoría de la Educación, 11(1), 230-261. https://bit.ly/2YGHfYE

De-Jesús, R., & Lebres, M.L. (2013). Colaboración online, formación del profesorado y TIC en el aula: Estudio de caso. Teoría de la Educación, 14(3), 277-301. https://bit.ly/2Zo4mog

Dorner, H., & Kárpáti, A. (2010). Mentoring for innovation: Key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training. Online Learning, 14(4), 63-77. https://doi.org/10.24059/olj.v14i4.127

Geeraerts, K., Tynjälä, P., Heikkinen, H.L.T., Markkanen, I., …Gijbels, D. (2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38(3), 358-377. https://doi.org/10.1080/02619768.2014.983068

González-Sanmamed, M., Muñoz-Carril, P.C., & Santos-Caamaño, F. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805.

Hodgson, A., & Spours, K. (2015). An ecological analysis of the dynamics of localities: A 14+ low opportunity progression equilibrium in action. Journal of Education and Work, 28(1), 24-43. https://doi.org/10.1080/13639080.2013.805187

Ingleby, E. (2012). Research methods in education. Professional Development in Education, 38(3), 507-509. https://doi.org/10.1080/19415257.2011.643130

Jackson, N. (2011). Learning for a complex world: A lifewide concept of learning, education and personal development. Bloomington, IN: AuthorHouse Publishing

Jiménez, B. (2007). La formación permanente que se realiza en los centros de apoyo al profesorado. Educación XX1, 10, 159-178. https://doi.org/10.5944/educxx1.1.10.301

Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: Aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1), 25-41. https://doi.org/10.1080/02619768.2010.534980

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://bit.ly/2WcmanL

Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90(1), 1-12. https://doi.org/10.1016/j.compedu.2015.09.001

Laurillard, D. (2014). Anatomy of a MOOC for Teacher CPD (UCL IOE). London: Institute of Education. https://bit.ly/2HC7FQU

Littlejohn, A., Milligan, C., & Margaryan, A. (2012). Charting collective knowledge: Supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3), 226-238. https://doi.org/10.1108/13665621211209285

Livingston, K., & Robertson, J. (2001). The coherent system and the empowered individual: Continuing professional development for teachers in Scotland. European Journal of Teacher Education, 24(2), 183-194. https://doi.org/10.1080/02619760120095570

Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London: Routledge. https://doi.org/10.4324/9780203854754

Maina, M.F., & González, I.G. (2016). Articulating personal pedagogies through learning ecologies. In B. Gros, Kinshuk & M. Maina (Eds.), The future of ubiquitous learning (pp. 73-94). Hershey, PE: IGI-Global. https://doi.org/10.1007/978-3-662-47724-3_5

Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teacher’s perceptions. Education and Information Technologies, 20(2), 285-301. https://doi.org/10.1007/s10639-013-9281-9

OECD (Ed.) (2016). The survey of adult skills: Reader's companion. OECD Publishing: Paris. https://doi.org/10.1787/9789264258075-en

Panagiotis, G., Adamantios, P., Efthymios, V., & Adamos, A. (2011). Informatics and communication technologies (ICT) and in-service teachers’ training. Review of European Studies, 3(1), 2-12. https://doi.org/10.5539/res.v3n1p2

Potter, S.L., & Rockinson-Szapkiw, A.J. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 51(2), 22-27. https://doi.org/10.1002/pfi.21246

Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770

Romero, M., Guàrdia, L., Guitert, M., & Sangrà, A. (2014). Teachers’ professional development through Learning Ecologies: What are the experts’ views? In Teixeira, A. & Szucs, A. (Eds.), Challenges for research into open & digital learning: Doing things better-doing better things. EDEN 2014 Research Workshop Conference Proceedings. Oxford, UK: European Distance and E-learning Network (pp. 27-36). https://bit.ly/2YWv6A6

Sangrà, A, González-Sanmamed, M., & Guitert, M. (2013). Learning ecologies: Informal professional development opportunities for teachers. In 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM) (pp. 1-2). https://doi.org/10.1109/CICEM.2013.6820171

Sangrà, A., Raffaghelli, J., & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619-1638. https://doi: https://doi.org/10.1111/bjet.12795

Strohmayer, A., Comber, R., & Balaam, M. (2015). Exploring learning ecologies among people experiencing homelessness. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (p. 2275-2284). https://doi.org/10.1145/2702123.2702157

Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120. https://bit.ly/2KmpnJo

Twining, P., Raffaghelli, J., Albion, P., & Knezek, D. (2013). Moving education into the digital age: The contribution of teachers’ professional development. Journal of Computer Assisted Learning, 9(5), 399-486. https://doi.org/10.1111/jcal.12031

Uluyol, Ç., & ?ahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. https://doi.org/10.1111/bjet.12220

Unal, S., & Ozturk, I.H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944. https://doi: 10.5829/idosi.wasj.2012.18.07.1243

Van-Den-Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92-93, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017

Este artículo ha sido elaborado en el marco del proyecto “Ecologías de aprendizaje a lo largo de la vida: Contribuciones de las TIC al desarrollo profesional docente”, parcialmente financiado por el Ministerio de Economía y Competitividad (EDU2012-37334).

Fundref

Crossmark

Ficha técnica

Recibido: 30-05-2019

Revisado: 14-07-2019

Aceptado: 01-08-2019

First Online: 15-11-2019

Fecha publicación: 01-01-2020

Tiempo de revisión del artículo : 45 días | Media tiempo revisión número 62: 40 días

Tiempo de aceptación del artículo: 63 días | Media tiempo aceptación número 62: 72 días

Tiempo de edición del preprint: 171 días | Media tiempo edición número preprint 62: 176 días

Tiempo de edición del artículo: 216 días | Media tiempo edición número 62: 221 días

Métricas

Métricas de este artículo

Vistas: 13791

Lectura del abstract: 12223

Descargas del PDF: 1568

Métricas completas de Comunicar 62

Vistas: 130979

Lectura del abstract: 112108

Descargas del PDF: 18871

Citado por

Citas en Web of Science

Actualmente no existen citas hacia este documento

Citas en Scopus

Reyes, C.E.G. . Perception of high school students about using Metaverse in augmented reality learning experiences in mathematics | [Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas]), Pixel-Bit, Revista de Medios y Educacion, .

https://doi.org/10.12795/pixelbit.74367

Citas en Google Scholar

Reyes, C. E. G. (2020). Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas. Píxel-Bit. Revista de Medios y Educación, (58), 143-159.

https://recyt.fecyt.es/index.php/pixel/article/view/74367

George Reyes, C. E. (2020). Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas. Pixel-Bit: Revista de Medios y Educación, 58, 143-159.

https://idus.us.es/handle/11441/101246

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.

http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462

Rambaud, S. C., Segura, E. A., Gázquez, A. E., Pérez, A. M. S., Martínez, M. D. C. V., & Torrecillas, M. J. M. Análisis del proceso de implementación de una Wiki como herramienta de aprendizaje activo.

http://www.adayapress.com/wp-content/uploads/2020/09/contec9.pdf

Hamed, J. A. (2020). Integration of ICT in Education in Ghana: A Quantitative Study of Instruction in the Pre-Tertiary Schools in the Upper West Region of Ghana (Doctoral dissertation, University of Phoenix).

http://www.adayapress.com/wp-content/uploads/2020/09/contec9.pdf

Rambaud, S. C., Segura, E. A., Gázquez, A. E., Pérez, A. M. S., Martínez, M. D. C. V., & Torrecillas, M. J. M. (2020). Análisis del proceso de implementación de una" wiki" como herramienta de aprendizaje activo. In Contribuciones de la tecnología digital en el desarrollo educativo y social (pp. 80-89). Adaya Press.

Foresto, E. (2020). APRENDIZAJES FORMALES, NO FORMALES E INFORMALES. UNA REVISIÓN TEÓRICA HOLISTICA. Contextos de Educación, (29).

http://www2.hum.unrc.edu.ar/ojs/index.php/contextos/article/view/1142

Romeu-Fontanillas, T. R. F., Guitert-Catasús, M. G. C., Raffaghelli, J. E. R., Sangrà, A. S., Romeu-Fontanillas, T., Guitert-Catasús, M., ... & Sangrà, A. (2020). Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom. Comunicar. Media Education Research Journal, 28(1).

https://www.scipedia.com/public/Romeu-Fontanillas_et_al_2020a

Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2020). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most?. Computers & Education, 104052.

https://link.springer.com/chapter/10.1007/978-3-030-60929-0_80

Levchenko, A. V., Nikolaev, P. P., & Berbasova, L. V. (2020, November). Digital Transformation of Society in the Context of the Russian Culture. In Innovative Economic Symposium (pp. 632-636). Springer, Cham.

Vázquez-Cano, E., Marín-Díaz, V., Oyarvide, W. R. V., & López-Meneses, E. (2020). Use of Augmented Reality to Improve Specific and Transversal Competencies in Students. International Journal of Learning, Teaching and Educational Research, 19(8), 393-408.

https://www.mdpi.com/2227-7390/8/10/1641

Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J. M., & Hossein-Mohand, H. (2020). The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers. Mathematics, 8(10), 1641.

ROQUE HERRERA, Y. O. S. B. A. N. Y. S. (2020). METAS ACADÉMICAS Y ESTRATEGIAS DE APRENDIZAJE EN FUTUROS PROFESIONALES DE LA SALUD EN ENTORNO FORMATIVO ECUATORIANO.

http://dspace.ujaen.es/handle/10953/1033

Moya Otero, J., & Hernández Ortega, J. (2020). Una metamorfosis educativa para alcanzar un desarrollo humano sostenible.

Abdul-Hamed, J. (2020). Integration of ICT in Education in Ghana: Quantitative Study of Instruction in the Pre-Tertiary Schools in the Upper West Region of Ghana (Doctoral dissertation, University of Phoenix).