Uso de edmodo en proyectos colaborativos internacionales en educación primaria

  1. Sáez López, José Manuel
  2. Lorraine-Leo, Jackson
  3. Miyata, Yoshiro
Revue:
Edutec: Revista electrónica de tecnología educativa

ISSN: 1135-9250

Année de publication: 2013

Número: 43

Type: Article

DOI: 10.21556/EDUTEC.2013.43.329 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Edutec: Revista electrónica de tecnología educativa

Objectifs de Développement Durable

Résumé

The study assesses the attitudes and the use of Edmodo by primary school teachers. The sample of the study is 51 teachers from 6 countries, which provides information in a mixed questionnaire. An analysis of the messages of the 5 groups studied is carried out. It is concluded that the use of Edmodo by teachers is very positive due to numerous collaborative advantages centered on communication and project based learning.

Références bibliographiques

  • BRIGGS, A. & BURKE, P. (2002). De Gutenberg a Internet. Una historia social de los medios de comunicación. Madrid: Taurus.
  • COSTA, C., BEHAM, G., REINHARDT, W., & SILLAOTS, M. (2008). Microbloggingin technology enhanced learning: A use-case inspection of PPE summer school 2008. En http://togather.eu/handle/123456789/365. Recuperado El 08/07/2012
  • DUNLOP, J.C. & LOWHENTHAL, P.R. (2009). Instructional Uses of Twitter. Chapter 8:45-50 in CU Online HandBook. Teach differently. Create and Collaborate, Edited by Patrick R. Lowenthal, David Thomas, Anna Thai, Brian Yuhnke, University of Colorado Denver.
  • EBNER, M. & MAURER, H. (2008). Can Microblogs and Weblogs change traditional scientific writing?. Proceedings of e-learn 2008, Las Vegas, 768-776.
  • EBNER, M. & SCHIEFNER, M. (2008). Microblogging, more than fun?. Proceedings of IADIS Mobile Learning Conference 2008. Inmaculada Arnedillo Sánchez and Pedro Isaías ed. Portugal. 155-159.
  • EDIGER, M. (2007). Meaning in reading instruction. Reading Improvement, 44(4), 217-220
  • FANDOS, M. & SILVESTRE, R. (2011). Servicios de microblogs en la enseñanza secundaria. Edutec,Revista Electrónica de Tecnología Educativa,38.En http://edutec.rediris.es/Revelec2/Revelec38/servicios_microblogs_ensenanza_secundaria.html Recuperado El 08/07/2012
  • GROENKE, S. L., & PAULUS, T. (2008). The role of teacher questioning in promoting dialogic literary inquiry in computer-mediated communication. Journal of Research on Technology in Education, 40 (2), 141-164.
  • GROSSECK, G., HOLOTESCU, C.(2010): Microblogging multimedia-based teaching methods best practiceswith Cirip.eu. Procedia. Social and Behavioral Sciences 2, 2151–2155
  • HOLLAND, C. & MUILENBURG, L. (2011). Supporting Student Collaboration: Edmodo in the Classroom. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011(pp. 3232-3236). Chesapeake, VA: AACE. En http://www.editlib.org/p/36816 Recuperado el 08/07/2012
  • HOLOTESCUC., GROSSECK G. (2009): Using microbloggingto deliver online courses. Case-study: Cirip.ro. Procedia. Socialand Behavioral Sciences 2009: 1(1) 495-501. En http://www.sciencedirect.com/science/article/pii/S1877042809000925. Recuperado el 08/07/2012
  • JAVA, A., FININ, T., SONG, X., & TSENG, B. (2007). Why We Twitter: Understanding Microblogging Usage and Communities. Procedings of the Joint 9th WEBKDD and 1st SNA-KDD Workshop 2007.
  • JOHNSON, D. W. (2003). Social interdependence: interrelationships among theory, research, and practice. American Psychologist, 58(11), 934-945
  • JOHNSON, G. (2006). Synchronous and asynchronous text-based CMC in educational contexts: a review of recent research. TechTrends: Linking Research and Practice to Improve Learning, 50(4), 46-53
  • KERSTIN, B., CARSTEN, U., JINJIN, F. & RUIMIN, S. (2009). Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence, International Conference on Web-based Learning (ICWL) 2009, M. Spaniol et al. (Eds.): ICWL 2009, LNCS 5686, 78–87, 2009. Springer-Verlag Berlin Heidelberg.
  • KOSCHMANN, T. (1996). CSCL: Theory and practice of an emerging paradigm. Mahwah,NJ: Lawrence Erlbaum Associates.
  • LIPPONEN, L. (2002). Exploring foundations for computer supported collaborative learning. Computer Supported CollaborativeLearning, CSCL, 2002, Colorado, EEUU.
  • MARTTUNEN, M., & LAURINEN, L. (2007). Collaborative learning through chat discussions and argument diagrams in secondary school. Journal of Research on Technology in Education, 40(1), 109-126
  • MCFEDRIES, P. (2007). Technically speaking: Alla-twitter. IEEE Spectrum, 44(10), 84
  • REDFERN, S.; HERNÁNDEZ, J. & NAUGHTON, N. (2003). Collaborative virtual environments and the virtual campus. II InternationalConference on Multimedia and Information& Communication Technologies inEducation. Badajoz, Spain, 56-60.
  • SUÁREZ, C. (2010) Aprendizaje cooperativo e interacción asíncronatextual en contextos educativos virtuales, Pixel-Bit. Revista de Medios y Educación, 36, 53-67
  • TSAY, M. & BRADY, M.J.(2010).A Case Study of Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.
  • ZHANG, J., SCARDAMALIA, S., REEVE, R., & MESSINA, R. (2009). Designsfor Collective Cognitive Responsibilityin Knowledge-Building Communities, Journalof the Learning Sciences 18(1), 7-44.
La source de données: Dialnet