Countervalues of the digital ethos perceived by future trainers

 Paula Renés-Arellano, Santander (Spain)

 María-José Hernández-Serrano, Salamanca (Spain)

 Mari-Carmen Caldeiro-Pedreira, Santiago de Compostela (Spain)

 Cleofé-Genoveva Alvites-Huamaní, Trujillo (Peru)

https://doi.org/10.3916/C69-2021-05

Keywords

Digital culture, higher education, students, countervalues, digital risks, media education

Abstract

The digital ethosphere, as a cultural environment of digital interactions, provides spaces for social and citizen participation where certain values and counter-values are promoted that determine the users’ construction of their personal and cultural identity. The lack of studies that analyze the counter-values immersed in digital interactions and spaces has led to the development of this study, which seeks to analyze the students' perception of the presence of counter-values on the Internet by examining the social sphere (with classmates, friends or family), the type and the way in which they are transmitted, as well as the associated risks (information or communication) and the resources or applications available. A mixed methodological approach study was designed through an ad-hoc questionnaire that was answered by 305 students from education and teacher training faculties. The results indicated that the majority of students identify the presence of counter-values when using the Internet, highlighting manipulation and violence, followed by lack of respect, inequality, and dishonesty, as well as the risks associated with information and communication, emphasizing the implicit presence of counter-values in the social networks logics and discourses. The conclusions provide evidence on the need to include values education in critical media education, reinforcing the preparation of future teachers who can teach how to deconstruct and eradicate counter-values in the digital sphere.

References

Agenda 2030 (Ed.) (2020). Objetivos de desarrollo sostenibles (ODS). https://bit.ly/3aWPRzY

Link Google Scholar

Atas, A.H., & Çelik, B. (2019). Smartphone use of university students: Patterns, purposes, and situations. Malaysian Online Journal of Educational Technology, 7(2), 59-70. https://doi.org/10.17220/mojet.2019.02.004

Link DOI | Link Google Scholar

Baker, J., & Bilbro, J. (2017). Wendell Berry and higher education: cultivating virtues of place. University Press of Kentucky. https://doi.org/10.5810/kentucky/9780813169026.001.0001

Link DOI | Link Google Scholar

Ballesta, F.J., Lozano, J., Cerezo, M.C., & Castillo, I.S. (2021). Participation in social networks by secondary school students. Educación XX1, 24(1), 141-162. https://doi.org/10.5944/educxx1.26844

Link DOI | Link Google Scholar

Berkowitz, M.W. (2011). What works in values education. International Journal of Educational Research, 50(3), 153-158. https://doi.org/10.1016/j.ijer.2011.07.003

Link DOI | Link Google Scholar

Burbules, N.C. (2016). How we use and are used by social media in education. Educational Theory, 66(4), 551-565. https://doi.org/10.1111/edth.12188

Link DOI | Link Google Scholar

Comisión Europea (Ed.) (2021). Plan de Acción de Educación Digital (2021-2027). Unión Europea. https://bit.ly/3kvtogv

Link Google Scholar

De-Agrela-Gonçalves-Jardim, M., Da-Silva-Junior, G., & Alves, M. (2017). Values in students of higher education. Creative Education, 8, 1682-1693. https://doi.org/10.4236/ce.2017.810114

Link DOI | Link Google Scholar

De-la-Villa-Moral-Jiménez, M., & Fernández-Domínguez, S. (2019). Uso problemático de Internet en adolescentes españoles y su relación con autoestima e impulsividad. Avances en Psicología Latinoamericana, 37(1), 103-119. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.5029

Link DOI | Link Google Scholar

Figueroa, J.G., & Hernández, T. (2019). Hombres en profesiones de cuidado tradicionalmente feminizadas. Papeles de Población, 25(100), 121-151. https://doi.org/10.22185/24487147.2019.100.15

Link DOI | Link Google Scholar

García-Carrasco, J., & García-Peñalvo, F.J. (2015). Artesanía digital y modernidad educativa. EKS, 16(1), 13-31. https://doi.org/10.14201/eks20151611331

Link DOI | Link Google Scholar

García-Ruiz, M.E., & Lena-Acebo, F.J. (2019). Movimiento FabLab: Diseño de investigación mediante métodos mixtos. OBETS, 14(2), 373-406. https://doi.org/10.14198/OBETS2019.14.2.04

Link DOI | Link Google Scholar

Gervilla-Castillo, E. (1997). Postmodernidad y educación. Valores y cultura de los jóvenes. Dykinson. https://bit.ly/3ocPK8a

Link Google Scholar

Gil-Flores, J., García-Jiménez, E., & Rodríguez-Gómez, G. (1996). Análisis de respuestas libres en los cuestionarios. El método de las especificidades. Revista Investigación Educativa, 14(1), 129-147. https://bit.ly/37R6bQG

Link Google Scholar

Glauner, F. (2018). Global ethos, leadership styles, and values: a conceptual framework for overcoming the twofold bias of leadership ethics. Humanistic Management Journal, 3(2), 203-220. https://doi.org/10.1007/s41463-018-0047-9

Link DOI | Link Google Scholar

Grotto, AJ., & Makridis, C. (2020). Perception of digital risks: Evidence from 54 Countries. SSRN. https://doi.org/10.2139/ssrn.3711862

Link DOI | Link Google Scholar

Hernández-Sampieri, R., & Mendoza, C.P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw Hill Educación.

Link Google Scholar

Hernández-Serrano, M.J., Parra-Nieto, G., & Pérez-Grande, M.D. (2016). Priorización de valores en estudiantes jóvenes y mayores en el contexto de la crisis económica. Teoría de la educación. Revista Interuniversitaria, 28(1), 105-129. https://doi.org/10.14201/teoredu2016281105129

Link DOI | Link Google Scholar

Hernández-Serrano, M.J., Renés-Arellano, P., Graham, G., & Greenhill, A. (2017). From prosumer to prodesigner: Participatory news consumption. [Del prosumidor al prodiseñador: El consumo participativo de noticias]. Comunicar, 50, 77-88. https://doi.org/10.3916/C50-2017-07

Link DOI | Link Google Scholar

Jungherr, A., & Schroeder, R. (2021). Disinformation and the structural transformations of the public arena: addressing the actual challenges to democracy. Social Media+ Society, 7(1). https://doi.org/10.1177/2056305121988928

Link DOI | Link Google Scholar

Kepowics-Malinowska, B. (2003). Valores en los estudiantes universitarios. Un tema con muchas variaciones. Reencuentro, 38, 48-56. https://bit.ly/3uCfiOS

Link Google Scholar

Komljenovic, J. (2020). The future of value in digitalised higher education: Why data privacy should not be our biggest concern. High Education, 1-17. https://doi.org/10.1007/s10734-020-00639-7

Link DOI | Link Google Scholar

Kumar, A. (2019). Value education in higher education. https://bit.ly/3sfNTAA

Link Google Scholar

Lee, A.Y.L. (2010). Media education: Definitions, approaches and development around the globe. New Horizons in Education, 58(3), 1-13. https://bit.ly/3uFKBby

Link Google Scholar

Lewin, D., & Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35(3), 235-240. https://doi.org/10.1007/s11217-016-9514-7

Link DOI | Link Google Scholar

Llamas, B., De-la-Torre-Llamas, I., García-Martínez, F., Álvarez-Diez, R., & Bañuelos-García, V. (2020). Fortalecimiento de valores en estudiantes universitarios: su incidencia en la agenda para el desarrollo municipal. Revista Jurídicas CUC, 16(1), 145-176. https://doi.org/10.17981/juridcuc.16.1.2020.06

Link DOI | Link Google Scholar

Medina, D. (2007). Estudio de la conceptualización de valor y las estrategias de transmisión y/o construcción de valores utilizadas por los maestros en centros públicos y privados del primer ciclo del Nivel Básico. Ciencia y Sociedad, 32(3), 364-420. https://doi.org/10.22206/cys.2007.v32i3.pp364-420

Link DOI | Link Google Scholar

Morais, C., Alves, P., Miranda, L., & Renés-Arellano, P. (2019). The Internet and values in society: Higher education students’s perspectives. Prisma Social, 26, 94-115. https://bit.ly/3qVctX3

Link Google Scholar

Morales-Rodríguez, F.M., Trianes-Torres, M.V., & Infante-Cañete, L. (2013). Perfiles de valores éticos en estudiantes universitarios. Aula Abierta, 41(2), 55-66. https://bit.ly/37TpB7E

Link Google Scholar

Olaizola, A. (2018). Bots sociales literarios y autoría. Un aporte de desde la retórica digital. Virtualis, 9(17), 237-259. https://bit.ly/32WBhnd

Link Google Scholar

Oregui, E., & Aierbe, A. (2019). Structure of cartoons, narrative skills and perception of values/countervalues in primary school/Estructura de los dibujos animados, habilidades narrativas y percepción de valores/contravalores en Educación Primaria. Cultura y Educación, 31(3), 609-639. https://doi.org/10.1080/11356405.2019.1630954

Link DOI | Link Google Scholar

Osorio-Tamayo, D.L., & Millán-Otero, K.L. (2020). Adolescentes en Internet, la mediación entre riesgos y oportunidades. Revista Colombiana de Ciencias Sociales, 11(1), 153-180. https://doi.org/10.21501/22161201.2979

Link DOI | Link Google Scholar

Parga, J.S. (2008). Valores y contravalores en la sociedad de la plusvalía. Universitas, 10, 79-112. https://doi.org/10.17163/uni.n10.2008.05

Link DOI | Link Google Scholar

Parra-Ortiz, J.M. (2015). La educación en valores y su práctica en el aula. Tendencias Pedagógicas, 8, 69-88. https://bit.ly/3pW3KCz

Link Google Scholar

Pérez-Pérez, C. (2008). Sobre el concepto de valor. Una propuesta de integración de diferentes perspectivas. Bordón, 60(1), 99-112. https://bit.ly/37NrB1h

Link Google Scholar

Prendes-Espinosa, M.P., Gutiérrez-Porlán, I., & Martínez-Sánchez, F. (2018). Competencia digital: Una necesidad del profesorado universitario en el siglo XXI. RED, 56, 1-22. https://doi.org/10.6018/red/56/7

Link DOI | Link Google Scholar

Ramos-Soler, I., López-Sánchez, C., & Torrecillas-Lacave, T. (2018). Online risk perception in young people and its effects on digital behaviour. [Percepción de riesgo on line en jóvenes y su efecto en el comportamiento digital]. Comunicar, 56, 71-79. https://doi.org/10.3916/C56-2018-07

Link DOI | Link Google Scholar

Rostaminezhad, M.A., Porshafei, H., & Ahamdi, A.A. (2019). Can effective study approaches mediate the negative effect of social networking on academic performance? Education and In-formation Technologies, 24(1), 205-217. https://doi.org/10.1007/s10639-018-9770-y

Link DOI | Link Google Scholar

Ruiz-Medina, M.I, Borboa-Quintero, M.S., & Rodríguez-Valdez, J.C. (2013). El enfoque mixto de investigación en los estudios fiscales. TLATEMOANI, 13, 1-25. https://bit.ly/37SKK1w

Link Google Scholar

Sevillano, M.L. (2001). La percepción y evaluación de valores y antivalores en los medios de comunicación (periódicos, revistas y televisión) por estudiantes de 14-18 años. Revista de educación, 326, 333-353. https://bit.ly/334ldzU

Link Google Scholar

Thoman, E., & Jolls, T. (2003). Literacy for the 21st century: An overview and orientation guide to media literacy education. Center for Media Literacy. https://bit.ly/3uP1fFu

Link Google Scholar

Turégano-Mansilla, I. (2020). Los valores detrás de la privacidad. Doxa, 43, 255-283. https://doi.org/10.14198/DOXA2020.43.10

Link DOI | Link Google Scholar

UNICEF (Ed.) (2020). Manifiesto de la infancia y adolescencia 2020. https://bit.ly/2NBwdRh

Link Google Scholar

Van-Stekelenburg, L.H., De-Ruyter, D., & Sanderse, W. (2020). Equipping students with an ethical compass. What does it mean, and what does it imply? Ethics and Education, 16(1), 1-17. https://doi.org/10.1080/17449642.2020.1860315

Link DOI | Link Google Scholar

Vlieghe, J. (2016). Schooling bodies to read and write: A technosomatic perspective. Educational Theory, 66(4), 441-455. https://doi.org/10.1111/edth.12182

Link DOI | Link Google Scholar

Fundref

This work was supported by ’Alfamed’ (Euro-American Research Network), under Grant R+D+I Project (2019-2021), entitled ”Youtubers and Intagrammers: Media competence in emerging prosumers”, with code RTI2018-093303-B-I00, financed by the Spanish Ministry of Science, Innovation and Universities and the European Regional Development Fund (ERDF); “CONNECT-ID. The hyperconnected identity of youth and their perception of time in digital leisure.”, financed by the Spanish Ministry of Science, Innovation, and Universities (Ref. PGC2018-097884-B-I00); and with the support of César Vallejo University (Peru).

Crossmark

Technical information

Received: 27-02-2021

Revised: 29-03-2021

Accepted: 27-04-2021

OnlineFirst: 15-06-2021

Publication date: 01-10-2021

Article revision time: 30 days | Average time revision issue 69: 30 days

Article acceptance time: 59 days | Average time of acceptance issue 69: 69 days

Preprint editing time: 171 days | Average editing time preprint issue 69: 181 days

Article editing time: 216 days | Average editing time issue 69: 226 days

Metrics

Metrics of this article

Views: 24341

Abstract readings: 22424

PDF downloads: 1917

Full metrics of Comunicar 69

Views: 288379

Abstract readings: 256368

PDF downloads: 32011

Cited by