https://www.ressat.org/index.php/ressat/issue/feed Research in Social Sciences and Technology 2019-11-09T14:26:04+00:00 Bulent Tarman btarman@gmail.com Open Journal Systems <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process. The journal is published twice a year in online version.</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p>The topics related to this journal include but are not limited to:<img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> https://www.ressat.org/index.php/ressat/article/view/431 ICT in a Global World 2019-11-09T14:26:03+00:00 Pedro José Arrifano Tadeu ptadeu@ipg.pt José Maria Fernandez Batanero batanero@us.es Bulent Tarman btarman@ressat.org <p>The impact of everything on society, in general, is increasingly visible, and we find ourselves in a permanent state of transformation and improvement due to the dizzying proliferation of technologies. Information and Communication Technology (ICT) drives the modern world in education, sports, engineering, management, health, tourism, economics, and communication. All have connections, either because ICT is used as a tool or because ICT is the way to solve problems. Starting from these ideas, we decided to create a Special Edition of <em>RESSAT,</em> collecting a wide range of articles and different perspectives regarding the use of ICT around the world. Different areas of knowledge are using and interacting with these new resources, creating a new space for access and production of learning, contributing at the same time to the elimination of barriers so that all people might approach technology in a Global World.</p> 2019-11-08T11:48:24+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/418 Modeling and Simulation in an Educational Context: Teaching and Learning Sciences 2019-11-09T14:26:03+00:00 Carlos Jorge Brigas brigas@ipg.pt <p>In science education, there is a need to evaluate the behavior of dynamic systems. Representing and explaining processes through educational models or simulations enables students to perform activities where it is easier to understand these processes and discover the essential properties of a system. Performing modeling or simulation activities that promote interpretation and understanding of systems are learning activities in which students have the ability to create and test their own perceptions of a given phenomenon. Although such activities enhance the development of skills such as reflection, decision making, creativity and generalization, the use of these activities in educational contexts is very sporadic. The difficulties teachers experience in using this type of activity relate to the types of models that are usually used to represent a system, the specificities needed to represent them, the degree of complexity of modeling and simulation tools to do so, and the lack of preparedness to implement practical research activities. In this research, we present the Modeling for Kids methodology to support the development of georeferenced multisensory modeling and simulation activities for the first cycle of Basic Education. This methodology lists a set of norms that aim to advise the teacher and the student in the accomplishment of these activities. The methodology identifies the strategies, contexts of use, and curriculum areas where these activities can be inserted. It also identifies the processes of analysis and representation of dynamic systems. Due to the importance and advantages of georeferenced multisensory information in learning, the methodology also prescribes that teachers and students use this type of information in modeling and simulation activities.</p> 2019-10-01T00:00:00+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/415 Technologies and environmental education: A beneficial relationship 2019-11-09T14:26:03+00:00 Antonio Hernández Fernández antonio.hernandez@ujaen.es Claudia De Barros Camargo claudiabarros@correo.ugr.es Maria Selma Lima Do Nascimento msl00027@red.ujaen.es <p>Educational technologies have an important role in education today. They represent a relevant resource in the process between theorizing and educational practices, and they are essential in the awareness process for sustainability. Thus, technological education appears as a facilitator in this process, especially with students, parents, and everyone around us, as being supported by tech resources to produce an efficient effect. This study was performed at Escola Municipal de Ensino Fundamental in Alagoinha-Paraíba, Brazil, between January and February, 2019; the research question is: Are teachers using and recognizing technology as a partner in the environmental awareness process? The main objective is to analyze the usage of tech in the process for environmental awareness by teachers. The specific objectives are: to check the usage of technological education in the environmental awareness process, to comprehend the challenges faced by the teachers in the process of technological usage on the scope of environmental education, to identify the activities developed by the teachers involving tech and environmental education, and to perceive the educational practices. A total of 22 teachers responded to the questions. Data collection was made on a Likert scale using the qualitative method and descriptive research. The Likert scale was validated on its construction with analysis factor. Therefore, it was found that the teachers use the tech resources in their classes, through the environmental awareness, besides defending the educational projects and realizing interdisciplinary works about environmental education for environmental conservation.</p> 2019-10-01T00:00:00+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/416 Using Graphical organizers in the teaching process of ICT 2019-11-09T14:26:03+00:00 Asiya Ibragimovna Tureniyazova asiya.tureniyazova@gmail.com <p>To date, hundreds of advanced teaching methods have been developed, such as game methods, problem-based learning methods, and information and communication technologies are widely used in education. Most of these technologies are based on the principles of student-centred and participatory learning. These interactive methods allow the learner to master the necessary professional knowledge, skills and competencies under the managerial guidance of a teacher. In this article, the author would like to share her experience of using one of such techniques - graphic organizers - in teaching the subject of computer science and information technologies. The graphic organizers as supportive tools for teaching and learning, their use and types are described. Examples of graphic organizers for learning IT and Information security, drawn using IT, are given.</p> 2019-10-09T21:47:31+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/409 Information and Communication Technology in a Global World 2019-11-09T14:26:03+00:00 Christer Lars Ohlin christer.ohlin@telia.com <p>This study takes its departure from ongoing debate about teachers’ (collective) “continuing professional development” (CPD). The overall aim is to highlight active teachers’ perceptions on developing a self-understanding of their complex role in daily practice by using digital tools. The following research questions guided the study: How can teachers make schools more relevant and engaging? How can students’ achievement increase? In what way can teachers provide high-quality education for all students? Three perspectives will be guiding the study: Information and Communication Technology (ICT), learning, and special education. The participants in the study are 21 staff members in preschool, primary school, and a recreation center with whom we conducted structured individual interviews and focus group discussions. Field notes were also taken during the interview and discussion sessions. The findings reveal the importance of the teachers’ deeper understanding of students’ creativity, critical thinking, communication, and collaboration. Furthermore, the most powerful thing teachers can do is to design engaging, meaningful, and authentic work and technology-enhanced learning experiences. In order to improve learning in a digital world, the teachers must be engaged and supported by professional learning opportunities to continually improve and strengthen their digital competencies and teaching practices. The theoretical standpoint is the norm model as an analytical tool to understand the teachers’ perceptions. The concept of “norm” is a collective term for the factors and structures that are regarded as a normal balance between the aspects of value/will, system conditions/possibilities, and cognition/knowledge.</p> <p>&nbsp;</p> 2019-10-17T19:36:56+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/405 How Multimedia Support Collaborative Research: Best Practices 2019-11-09T14:26:03+00:00 Cristóbal Ballesteros Regaña cballesteros@us.es Rocío P. Piñero-Virué rpv@us.es Miguel Mª Reyes-Rebollo mmreyes@us.es <p>The purpose of this article is to evaluate the potential for online multimedia materials as alternative learning tools for the collaborative training of teachers in the design of research-based teaching. A case study using a team of three trainee teachers was used to develop a process of initial training in the design of a constructivist and research-based teaching unit supported by online multimedia material. The results obtained from the research allowed some principles to be identified and basic recommendations and alternative lines of action to be given for designing online multimedia materials. Online multimedia materials can be alternative teaching tools that contribute, with other materials, to the development of constructivist, collaborative, and research-based strategies which help provide the necessary support for improving the initial and ongoing training of new teachers in the design of teaching from a research perspective.</p> 2019-10-17T20:04:39+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/410 ICT and its purpose in the pedagogical practice 2019-11-09T14:26:03+00:00 Diego Enrique Baez Zarabanda dbaez3@unab.edu.co <p>Information and communications technology (ICT) is currently inserted in the daily activities of a human being and has become a necessary resource, vital for their development up to the point of not conceiving activities without using these. In this sense, the education field is not the exception and has been partially including ICT as support for the teaching practice; however, there is an increasing demand from the students to implement more resources and activities supported by these technologies. A significant distance exists (the known digital divide) between the possibilities offered by different web applications that can support the pedagogical practices and the actual reality of the teaching practice, where the students realize the flaws and the necessity of strengthening the technology skills of the teachers to efficiently develop and orientate such use. In this regard, it is necessary to critically reflect on the possibilities that are offered by different web applications and their impact, their purpose in the pedagogical practice in a way that can serve as a pretext to motivate the teachers in their use and application in the development of their classes, achieving real formative processes. By doing this, students can be offered real, significant learning experiences from the technological, social, and pedagogical view, consolidating in a first instance the abilities of the teachers in the ICT area, as well as the comprehensive learning of their students, being updated on the advances that ICT offers globally, and implementing these permanently in their job as teachers, thus innovating their classes and motivating students towards learning and toward consolidating the use of ICT in the different disciplines, with the human and social component that must characterize us, accomplishing from this standpoint and reflection a pedagogical practice of quality.</p> 2019-10-19T09:17:25+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/408 Main barriers to ICT teacher training and disability 2019-11-09T14:26:04+00:00 Marta Montenegro Rueda mmontenegro1@us.es José Fernández Cerero jfercerero@gmail.com <p>From the earliest ages, the commitment to an inclusive education needs the impulse of an educational system that opens its schools to all students. This reality would not be possible today without taking into account the educational support provided by Information and Communication Technologies (ICT) to the inclusive process, since they constitute the scaffolding that will allow participation and the realization of tasks adjusted to the possibilities and interests of the people. In the process of integration of ICT in the classroom, teachers are a key element since, as has been shown in numerous studies, one of the critical factors for the success of educational systems is the existence of trained, motivated teachers. The purpose is to know the main barriers or obstacles for the development of teacher training plans in ICT for people with disabilities, as well as the priority aspects for training. In the empirical part of the study, 241 interviews with professionals from the Spanish educational sector (members of management teams, ICT coordinators, directors and technological advisors of teacher training centers) were analyzed. Among the conclusions, we can highlight that the main barriers that hinder the implementation of ICT training activities and disability in most of the autonomous communities are determined in the first place by economic factors, lack of time, and teachers’ attitude. The conclusions of the study make it necessary to adopt important measures in the initial training of teachers in order to be trained in the incorporation and appropriate use of ICT in teaching people with different types of disabilities, especially taking into account that the reality that we face every time has more innovative and enriching technological tools that offer us a wide range of applications and adequate tools for this purpose.</p> 2019-10-20T10:07:26+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/406 The phenomenon of cyberbullying in the children and adolescents population: A scientometric analysis 2019-11-09T14:26:04+00:00 María-Pilar Cáceres-Reche caceres@ugr.es Francisco-Javier Hinojo-Lucena fhinojo@ugr.es Magdalena Ramos Navas-Parejo magdalenarnp@correo.ugr.es José-María Romero-Rodríguez romejo@ugr.es <p>Cyberbullying has become a global problem; cases of violence increase and the rate of suicide by victims has skyrocketed. The purpose of this work was to analyze the scientific production published on cyberbullying in children and adolescents from its beginning until 2018. To this end, a scientific analysis was carried out in the Scopus database, determining diachronic productivity, journals, countries, and institutions with the greatest interest in the subject and articles with greater scientific impact due to the number of citations. In addition, a network map was established to highlight keywords related to cyberbullying in both populations. Among the results, it is worth noting the increase in publications in 2018 and the configuration of certain journals, institutions, countries, and authors as references in the subject. Finally, potential explanations for the findings of the study and suggestions for future research are discussed.</p> 2019-11-05T17:26:05+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/419 “The Hour of the Code”: Computational thinking workshop in a primary school in Guarda, Portugal 2019-11-09T14:26:04+00:00 Carlos Jorge Jorge Brigas brigas@ipg.pt José Alberto Quitério Figueiredo jfig@ipg.pt <p>In recent years, there has been an increased effort to introduce coding and computational thinking in early childhood education. In accordance with the international trend, programming has become an increasingly growing focus in European education. The idea of introducing computer programming in the classroom dates back to the late 1960s. The introduction of programming language provides an opportunity to engage in logical and abstract thinking, problem solving, and the creative design process. One of the best-known initiatives is The Hour of Code. This initiative is being implemented in 180 countries and more than 700 million students have participated. The Hour of Code started as a one-hour introduction to computer science, designed to demystify “code,” to show that anybody can learn the basics, and to broaden participation in the field of computer science. This article describes a workshop held under the “The Hour of the Code” initiative and implemented in the primary schools of Guarda, Portugal. The activity took place at the school and lasted two hours. Students from the first to the fourth grade participated, with ages ranging from 6-11 years. The teachers of the activity were university professors of computer engineering and students of computer engineering.</p> 2019-11-05T17:58:11+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/407 Sociodemographic factors influencing smartphone addiction in university students 2019-11-09T14:26:04+00:00 Inmaculada Aznar-Díaz iaznar@ugr.es Juan-Manuel Trujillo-Torres jttorres@ugr.es Santiago Alonso-García salonsog@ugr.es Carmen Rodríguez-Jiménez rodri96@correo.ugr.es <p>The development of mobile devices has affected the way of life of university students, affecting their daily habits and sometimes their health. Specifically, in recent years a series of illnesses have developed as a result of the constant use of smartphones by the university population, which has come to be catalogued as an at-risk population. The aim of this work was to analyze the sociodemographic factors that influence the smartphone addiction of university students. For the measurement of the levels of addiction, the standardized instrument Smartphone Addiction Scale was used in a sample of 385 students from the University of Granada, Spain. A multiple linear regression model was used as a statistical test, highlighting that the factor influencing smartphone addiction is the time of use. Finally, the study includes a series of implications derived from the results obtained, with the aim of establishing preventive measures to help to mitigate smartphone addiction.</p> 2019-11-05T18:48:22+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/413 Promoting Professional Development for Teachers Through a Scale of Competence Assessment 2019-11-09T14:26:04+00:00 Inmaculada García-Martínez igmartinez@ugr.es Miguel Pérez-Ferra mperez@ujaen.es Jose Luis Ubago-Jiménez jlubago@ugr.es Rocío Quijano-López rquijano@ujaen.es <p>Competencies are a key factor in the professional development of teachers. Additionally, Information and Communication Technologies (ICTs) in education are becoming increasingly important due to their potential in the field of education. The combination of both makes it easier to perform a comprehensive assessment of the level of competences of students in the Teacher Degree. The design of tasks and activities in order to promote their assessment enable classroom intervention. Indeed, this paper presents how ICTs have been used in university teaching. In order to respond to the evolution of training needs, we present a valid and reliable evaluation tool for professional competencies and learning results for prospective teachers (Pre-School and Primary Education). We applied for students from the Teacher Degree in their practicum period. Indeed, different learning and assessment tasks have been designed, some related to “correct” or “incorrect” teaching practices. This implies that the students have not only to do their tasks but to identify and to differentiate what is correct in their professional development. Finally, the instrument enables the assessment of the level of professional competencies acquired by prospective teachers during their training period.</p> 2019-11-08T12:17:45+00:00 ##submission.copyrightStatement## https://www.ressat.org/index.php/ressat/article/view/411 Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context 2019-11-09T14:26:04+00:00 Maria do Céu Ribeiro ceu@ipb.pt <p>This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.</p> 2019-11-08T13:11:10+00:00 ##submission.copyrightStatement##