Las emociones en la interacción con la tecnología en el profesorado y el alumnado de centros con buenas prácticas TIC

  1. Juan De Pablos Pons 1
  2. Mercedes Llorent-Vaquero 1
  1. 1 Universidad de Sevilla, España
Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X,  1699-2105

Year of publication: 2020

Issue Title: Reenganche socioeducativo: diferentes realidades

Volume: 38

Issue: 2

Pages: 155-170

Type: Article

DOI: 10.6018/EDUCATIO.432951 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación

Abstract

The present study aims to tap into the emotions of teaching staff and students in Spanish schools in the Region of Andalucía when they interact with ICT. The schools chosen for the study had a long-standing experience with ICT programs and a well-defined code of ICT best practices. A quantitative methodological design was used. The sample consisted of 18 schools, in which teachers’ and students' emotions were investigated through two questionnaires designed on a Likert scale. The results show that the most common emotions in the use of ICT in both groups are well-being and satisfaction and pride. A decrease in frustration levels is the least reported emotion. Likewise, some elements associated with the emotions of both teachers and students are identified. The conclusions highlight the need to give relevance to the emotions underlying the interaction with ICT in both teachers and students, if the goal is to improve educational processes mediated by ICT. Finally, the analysis reflects how emotions in the use of ICT in students are associated with factors similar to those that generate digital divide in terms of competition, such as gender, the number of electronic devices and Internet connection at home, among others.

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Funding information

Este artículo se basa en la investigación “Proyecto TICSE 2.0 – Las políticas de un ordenador por niño en España. Visiones y prácticas del profesorado ante el Programa Escuela 2.0. Un análisis comparado entre Comunidades Autónomas.” financiada por el Plan Nacional I+D del Ministerio de Ciencia e Innovación (EDU2010-17037). Este trabajo presenta resultados parciales de la tesis doctoral de Mercedes Llorent Vaquero, financiada por el Ministerio de Educación, Cultura y Deporte de España (FPU13/02952).

Funders

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