Envíe este artículo por correo electrónico 
Ocultar
Mostrar todos
El estudiante en la educación superior: Usos académicos y sociales de la tecnología digital
Resumen
Este artículo presenta los resultados de una entrevista en profundidad realizada a veinte estudiantes de Educación de una universidad presencial pública de Cataluña sobre cómo utilizan las tecnologías digitales en el aspecto social y académico. Esta investigación demuestra que, si bien los estudiantes tienen un cierto nivel de habilidades en tecnologías digitales, cómo las utilizan varía en función del propósito que ellos les dan o según una tarea determinada. Los resultados expuestos evidencian que las redes sociales y el WhatsApp son las aplicaciones más importantes para los estudiantes porque les permiten ponerse en contacto con otros, comunicarse a pesar de las distancias y estar en contacto con personas con intereses comunes.
Palabras clave
Referencias
Abbott, C. (2007). E-inclusion: Learning difficulties and digital technologies (Report 15). Bristol, RU. Accessed at http://archive.futurelab.org.uk/resources/publications-reports-articles/literature-reviews/Literature-Review314
Ahuvia, A. (2000). Traditional, interpretive, and reception based content analyses: Improving the ability of content analysis to address issues of pragmatic and theoretical concern. Social Indicators Research, 54(2), 139–172. doi: 10.1023/A:1011087813505
Bennett, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. doi: 10.1111/j.1467-8535.2007.00793.x
Beurer-Zuellig, B., & Meckel, M. (2008). Smartphones enabling mobile collaboration. Proceedings of the 41st Annual Hawaii International Conference on System Sciences (HICSS 2008) (pp. 49–59). Waikoloa, HI. doi: 10.1109/HICSS.2008.399
Bicen, H., & Cavus, N. (2011). Social network sites usage habits of undergraduate students: Case study of Facebook. Procedia – Social and Behavioral Sciences, 28, 943–947. doi: 10.1016/j.sbspro.2011.11.174
Boase, J. (2013). Implications of software-based mobile media for social research. Mobile Media & Communication, 1(1), 57–62. doi:10.1177/2050157912459500
Boneva, B. S., Quinn, A., Kraut, R., Kiesler, S., & Shklovsky, I. (2006). Teenage communication in the instant messaging era. In R. Kraut, M. Brynin, & S. Kiesler (Eds.), Computers, phones, and Internet: Domesticating information technology (pp. 201–218). New York, NY: Oxford University Press.
Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151–170.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
Brown, C., & Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital apartheid, towards digital democracy [Special section]. Journal of Computer Assisted Learning, 26(5), 357–369. doi: 10.1111/j.1365-2729.2010.00369.x
Brown, J. S. (2000). Growing up digital: How the web changes work, education, and the ways people learn. Change: The Magazine of Higher Learning, 32(2), 11–20. doi: 10.1080/00091380009601719
Bryant, J. A., Sanders-Jackson, A., & Smallwood, A. M. K. (2006). IMing, text messaging, and adolescent social networks. Journal of Computer-Mediated Communication, 11(2), 577–592. doi: 10.1111/j.1083-6101.2006.00028.x
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.
Bullen, M., Morgan, T., Belfer, K., & Qayyum, A. A. (2008). The Digital Learner at BCIT and implications for an e-Strategy. Paper presented at the Research Workshop of the European Distance Education Network (EDEN), Researching and promoting access to education and training: The role of distance education and e-learning in technology-enhanced environments. Paris.
Cáceres, P. (2003). Análisis cualitativo de contenido: Una alternativa metodológica alcanzable. Psicoperspectivas. Individuo y Sociedad, 2(1), 53–82.
Clough, G., Jones, A. C., McAndrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5), 359–371. doi: 10.1111/j.1365-2729.2007.00268.x
Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G. (2006). Prevalence of mixed-methods sampling designs in Social Science research. Evaluation & Research in Education, 19(2), 83–101. doi: 10.2167/eri421.0
Corrin, L., Lockyer, L., & Bennett, S. (2010). Technological diversity: An investigation of students’ technology use in everyday life and academic study. Learning, Media and Technology, 35(4), 387–401. doi: 10.1080/ 17439884.2010.531024
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London; New York: Routledge.
Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage Publications.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Thousand Oaks, CA: Sage Publications.
Daly, K. J. (2007). Qualitative methods for family studies & human development. Thousand Oaks, CA: Sage Publications.
Ferguson, D. L. (1993). Something a little out of the ordinary: Reflections on becoming an interpretivist researcher in special education. Remedial and Special Education, 14(4), 35–43. doi: 10.1177/074193259301400408
Gibbs, G. (2012). El análisis de datos cualitativos en Investigación Cualitativa. Madrid: Ediciones Morata.
González, A. (2003). Los paradigmas de investigación en las ciencias sociales. ISLAS, 45(138), 125–135.
Hague, C., & Williamson, B. (2009). Digital participation, digital literacy and school subjects: A review of the policies, literature and evidence (p. 30). Bristol, RU. Accessed at http://www2.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf
Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503–520. doi: 10.1080/01411920902989227
Howe, N., & Strauss, W. (1991). Millennials Rising: The Next Great Generation. New York: Vintage Original.
Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26(5), 332–343. doi: 10.1111/j.1365-2729.2010.00371.x
Kim, S. (2003). Research paradigms in organizational learning and performance: Competing modes of inquiry. Information Technology, Learning, and Performance Journal, 21(1), 9–18.
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. doi: 10.1016/j.chb.2010.03.024
Krause, M. (1995). La investigación cualitativa: un campo de posibilidades y desafíos. Revista Temas de Educación, (7), 19–36.
Kvale, S. (2011). Las entrevistas en investigación cualitativa. Madrid: Morata.
Pedró, F. (2009). New Millennium learners in higher education: Evidence and policy implications. Paper presented at The International Conference on 21st Century Competencies, Brussels: OECD/CERI.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. doi: 10.1108/10748120110424816
Rapetti, E., & Cantoni, L. (2010). “Digital Natives” and learning with the ICTs. The “GenY @ work” research in Ticino, Switzerland. Journal of E-Learning and Knowledge Society, 6(1), 39–49.
Rapetti, E. (2012). LoDE: Learners of Digital Era (Doctoral dissertation). Università della Svizzera italiana. Accessed at: RERO DOC: Library Network of Western Switzerland (2012COM006).
Romero, M., Guitert, M., Bullen, M., & Morgan, T. (2011). Learning in digital: An approach to digital learners in the UOC scenario [Special issue]. European Journal of Open, Distance and E-Learning, 1–8. Accessed at http://www.eurodl.org/?article=440
Romero, M., Guitert, M., Sangrà, A., & Bullen, M. (2013). Do UOC students fit in the Net generation profile? An approach to their habits in ICT use. The International Review of Research in Open and Distance Learning, 14(3), 158–181. Accessed at http://www.irrodl.org/index.php/irrodl/article/view/1422/2529
Smith, B. V. (2009). Use of online educational social networking in a school environment (Master’s thesis). North Carolina State University. Accessed at: NC State Theses and Dissertations, http://www.lib.ncsu.edu/resolver/1840.16/900
Tapscott, D. (1998). Growing up digital: the rise of the Net generation. New York: McGraw-Hill.
Thirunarayanan, M. O., Lezcano, H., McKee, M., & Roque, G. (2011). “Digital nerds” and “Digital normals”: Not “Digital natives” and “Digital immigrants”. International Journal of Instructional Technology and Distance Learning, 8(2). Accessed at http://www.itdl.org/Journal/Feb_11/article03.htm
Uys, W., Mia, A., Jansen, G. J., Schyff, H. van der, Josias, M. A., Khusu, M., & Samsodien, Y. (2012). Smartphone application usage amongst students at a South African University. In P. Cunningham and M. Cunningham (Eds.). IST-Africa 2012 Conference Proceedings (pp. 1–11). Cape Town, South Africa: IIMC International Information Management Corporation.
Vaismoradi, M., Turunen, H. , & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, (15), 398–405. doi: 10.1111/nhs.12048
Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438. doi: 10.1111/j.1467-8535.2011.01195.x
Willis, J. W. (2007). Foundations of qualitative research: Interpretive and critical approaches (p. 392). Thousand Oaks, CA: Sage Publications.
DOI: http://dx.doi.org/10.7238/rusc.v12i1.2078
Enlaces refback
- No hay ningún enlace refback.
RUSC. Universities and Knowledge Society Journal es una revista científica editada por la Universitat Oberta de Catalunya (Barcelona).
Los textos publicados en esta revista están sujetos –si no se indica lo contrario– a una licencia de Reconocimiento 3.0 España de Creative Commons. Puede copiarlos, distribuirlos, comunicarlos públicamente, hacer obras derivadas y usos comerciales siempre que reconozca los créditos de las obras (autoría, nombre de la revista, institución editora) de la manera especificada por los autores o por la revista. La licencia completa se puede consultar en http://creativecommons.org/licenses/by/3.0/es/deed.es.