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WhatsApp, YouTube, Google, Internet, learning, academic performance, ICT adoption, digital literacy.
Aragón-Mendizábal, E., Delgado-Casas, C., Navarro-Guzmán, J.I., Menacho-Jiménez, I., & Romero-Oliva, M.F. (2016). Análisis comparativo entre escritura manual y electrónica en la toma de apuntes de estudiantes universitarios. [A Comparative Study of Handwriting and Computer Typing in Note-taking by University Students]. Comunicar, 48, 101-107. https://doi.org/10.3916/C48-2016-10
Bellur, S., Nowak, K.L., & Hull, K.S. (2015). Make it our time: In class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63-70. https://doi.org/10.1016/j.chb.2015.06.027
Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in Higher Education: Generation is not the issue. Canadian Journal of Learning and Technology, 37(1), 1-24. https://doi.org/10.21432/t2nc7b
Cabañas, M., & Korzeniowski, C. (2015). Uso de celular e Internet: Su relación con planificación y control de la interferencia. Revista Argentina de Ciencias del Comportamiento, 7(1), 5-16. https://bit.ly/2xjnPgJ
Cabra-Torres, F., & Marciales-Vivas, G.P. (2009). Nativos digitales: ¿Ocultamiento de factores generadores de fracaso escolar? Revista Iberoamericana de Educación, 50, 113-130. https://doi.org/10.35362/rie500665
Claro, M., Cabello, T., San Martín, E., & Nussbaum, M. (2015). Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance. Computers & Education, 82, 1-10. https://doi.org/10.1016/j.compedu.2014.10.018
Claro, M., Preiss, D.D., San Martín, E., Jara, I., Hinostroza, J.E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. https://doi.org/10.1016/j.compedu.2012.04.004
Çoklar, A.N., Yaman, N.D., & Yurdakul, I.K. (2017). Information literacy and digital nativity as determinants of online information search strategies. Computers in Human Behavior, 70, 1-9. https://doi.org/10.1016/j.chb.2016.12.050
Fazey, D.M.A, & Fazey, J.A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361. https://doi.org/10.1080/03075070120076309
Flanigan, A.E., & Babchuk, W.A. (2015). Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom. Learning and Individual Differences, 44, 40-45. https://doi.org/10.1016/j.lindif.2015.11.003
Furlong, J., & Davies, C. (2012). Young people, new technologies and learning at home: Taking context seriously. Oxford Review of Education, 38(1), 45-62. https://doi.org/10.1080/03054985.2011.577944
García-Martín, S., & Cantón-Mayo, C. (2019). Uso de tecnologías y rendimiento académico en estudiantes adolescentes. [Use of technologies and academic performance in adolescent students]. Comunicar, 59, 73-81. https://doi.org/10.3916/C59-2019-07
García-Valcárcel, A., & Tejedor-Tejedor, F.J. (2017). Percepción de los estudiantes sobre el valor de las TIC en sus estrategias de aprendizaje y su relación con el rendimiento. Educación XX1, 20(2), 137-159. https://doi.org/10.5944/educXX1.19035
Giunchiglia, F., Zeni, M., Gobbi, E., Bignotti, E., & Bison, I. (2018). Mobile social media usage and academic performance. Computers in Human Behavior, 82, 177-185. https://doi.org/10.1016/j.chb.2017.12.041
Guo, P.J., Kim, J., & Rubin, R. (2014). How video production affects student engagement. In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41-50). ACM. https://doi.org/10.1145/2556325.2566239
Hohlfeld, T.N., Ritzhaupt, A.D., Dawson, K., & Wilson, M.L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the levels of digital divide in schools. Computers & Education, 113, 135-161. https://doi.org/10.1016/j.compedu.2017.05.017
Hu, X., Gong, Y., Lai, C., & Leung, F.K. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1-13. https://doi.org/10.1016/j.compedu.2018.05.021
Johnston, M.J., King, D., Arora, S., Behar, N., Athanasiou, T., Sevdalis, N., & Darzi, A. (2015). Smartphones let surgeons know WhatsApp: An analysis of communication in emergency surgical teams. The American Journal of Surgery, 209(1), 45-51. https://doi.org/10.1016/j.amjsurg.2014.08.030
Junco, R., & Cotten, S.R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514. https://doi.org/10.1016/j.compedu.2011.12.023
Kolikant, Y.B.D., & Ma'ayan, Z.E. (2018). Computer science students’ use of the Internet for academic purposes: Difficulties and learning processes. Computer Science Education, 28(3), 211-231, https://doi.org/10.1080/08993408.2018.1528045
Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s Internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122. https://doi.org/10.1177/1461444816685930
Mahamud, K., & Badanelli, A.M. (2017). O caderno escolar como objeto de estudo: Uma aproximação dos avanços metodológicos em manualística. Educação e Fronteiras, 7(20), 42–66. https://doi.org/10.30612/eduf.v7i20.7427
Matamala-Riquelme, C. (2016). Uso de las TIC en el hogar: Entre el entretenimiento y el aprendizaje informal. Estudios Pedagógicos, 42(3), 293-311. https://doi.org/10.4067/S0718-07052016000400016
Ministerio de Educación (Ed.) (2014). Informe de resultados SIMCE TIC 2° Medio 2013. https://bit.ly/2cGsefS
Ministerio de Educación (Ed.) (2018). Estadísticas de la Educación 2017. https://bit.ly/3a8Rckk
Moghavvemi, S., Sulaiman, A., Jaafar, N.I., & Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of youtube. The International Journal of Management Education, 16(1), 37-42. https://doi.org/10.1016/j.ijme.2017.12.001
Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research and experience: ICT as a change agent for education. Scholarly Journal of Education, 2(4), 38-54. https://bit.ly/2Tb2DTX
Persson, M. (2014). 'No, Facebook isn't distracting me, I can study at night': ICT habits and boundary management among Estonian secondary pupils. Studies of Transition States and Societies, 6(2), 22-38. https://bit.ly/35DFlJ2
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Rosen, L.D., Carrier, L.M., & Cheever, N.A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958. https://doi.org/10.1016/j.chb.2012.12.001
Roux, R., & Anzures-González, E.E. (2015). Estrategias de aprendizaje y su relación con el rendimiento académico en estudiantes de una escuela privada de educación media superior. Actualidades Investigativas en Educación, 15(1), 1-16. https://doi.org/10.15517/aie.v15i1.17731
Ruiz, P.A. (2013). Nuevas tecnologías y estudiantes chilenos de secundaria: Aportes a la discusión sobre la existencia de nuevos aprendices. Estudios Pedagógicos, 39(2), 279-298. https://doi.org/10.4067/S0718-07052013000200018
Selwyn, N., Potter, J., & Cranmer, S. (2009). Primary pupils' use of information and communication technologies at school and home. British Journal of Educational Technology, 40(5), 919-932. https://doi.org/10.1111/j.1467-8535.2008.00876.x
Shen, C.X. (2018). Does school-related Internet Information seeking improve academic self-efficacy? The moderating role of Internet information seeking styles. Computers in Human Behavior, 86, 91-98. https://doi.org/10.1016/j.chb.2018.04.035
SUBTEL (Ed.) (2019). Primer trimestre 2019, Informe trimestral del sector telecomunicaciones. Gobierno de Chile. https://bit.ly/2oJhZ4c
Sweller, J., Kirschner, P.A., & Clark, R.E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. https://doi.org/10.1080/00461520701263426
Torrano-Montalvo, F.; González-Torres, M. (2004). El aprendizaje autorregulado: Presente y futuro de la investigación. Electronic Journal of Research in Educational Psychology, 2(1), 1-3. https://doi.org/10.25115/ejrep.3.120
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. https://doi.org/10.3102/0091732X09349791
Zhang, W. (2015). Learning variables, in-class laptop multitasking and academic performance: A path analysis. Computers & Education, 81, 82-88. https://doi.org/10.1016/j.compedu.2014.09.012