Tomczyk Łukasz, Jáuregui Vladimir Costas, de La Higuera Amato Cibelle Albuquerque, Muñoz Darwin, Arteaga Magali, Oyelere Solomon Sunday, Akyar Özgür Yaşar, Porta Mariana
Pedagogical University of Cracow, Kraków, Poland.
Universidad Mayor de San Simón, Cochabamba, Bolivia.
Educ Inf Technol (Dordr). 2021;26(3):2715-2741. doi: 10.1007/s10639-020-10380-4. Epub 2020 Nov 11.
The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.
本文旨在从玻利维亚、巴西、多米尼加共和国、厄瓜多尔、芬兰、波兰、土耳其和乌拉圭等国教育工作者的观点和经验出发，突出与教育领域新技术实施相关的关键要素。文本比较了与教育中使用新媒体的态度、不同形式电子学习的经验以及学校中智能手机使用限制水平相关的问题。这些变量与数字能力的自我评估以及网络空间的使用方式并列。该调查于2019年上半年使用翻译成相关国家语言的标准化调查问卷进行，涉及来自八个国家的873名教师样本。基于试点研究发现：1）拉丁美洲和欧洲的教师喜欢使用数字媒体——这是一个与地理位置无关的持续趋势；2）教师指出新技术并不总是比传统教学辅助工具更好；3）就信息通信技术对学生动机和参与度的影响而言，来自选定国家（多米尼加共和国、巴西、土耳其和乌拉圭）的教师比来自玻利维亚、波兰、芬兰和土耳其的教师对技术更乐观；4）在所有国家，教师都更喜欢免费在线课程（多米尼加共和国的教师最常使用不同形式的电子学习，而玻利维亚和波兰的教师使用最少）；5）在每个国家，高度重视自身数字能力且对新媒体持积极态度的教师更积极地使用信息通信技术；6）还有一个全球趋势是，网络空间（典型的电子服务）的广泛使用与各种形式电子学习的广泛使用相结合；7）厄瓜多尔的教师最有可能希望在学校禁止使用智能手机。乌拉圭人在这方面采取了最宽松的态度；8）与限制智能手机使用条件相关的知识超出了与使用方式和对新媒体态度相关的分析。本文是在选定的拉丁美洲、加勒比地区（LAC）和欧洲（EU）国家开展的“学习与包容智能生态系统”项目框架内进行的试点研究成果。
