Browsing by Autor "Vladimir Costas-Jauregui"

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Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay
(Springer Science+Business Media, 2020) Łukasz Tomczyk; Vladimir Costas-Jauregui; Cibelle Albuquerque de la Higuera Amato; Darwin Muñoz; Magali Arteaga; Solomon Sunday Oyelere; Özgür Yaşar Akyar; Mariana Porta
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.
Blockchain Technology to Support Smart Learning and Inclusion: Pre-service Teachers and Software Developers Viewpoints
(Springer Nature, 2020) Solomon Sunday Oyelere; Umar Bin Qushem; Vladimir Costas-Jauregui; Özgür Yaşar Akyar; Łukasz Tomczyk; Gloria Sanchez; Darwin Muñoz; Regina Motz
COVID-19, Changes in educational practices and the perception of stress by university educators in Latin America – a post-pandemic analysis
(Ediciones Universidad de Salamanca, 2023) Ismar Frango Silveira; Renata Mendes de Araújo; Valéria Farinazzo Martins; Maria Amélia Eliseo; Cibelle Albuquerque de la Higuera Amato; Ana Casali; Diego Torres; Vladimir Costas-Jauregui; César A. Collazos; Darwin Muñoz
The COVID-19 pandemic brought about profound changes in social and professional contexts. Schools and universities all over the world were closed to curb the contamination. In a short period, many educators were forced to reinvent their classes in a non-classroom mode, mediated by technology. This scenario of overwork can lead educators to stress, favoring distress, anxiety, and depression due to the uncertainties resulting from the pandemic and the search for new knowledge acquisition. This paper shows the research results conducted by university educators in Latin America who have been exercising teaching activities during social isolation imposed by COVID-19. The results show that with just one exception, educators from all countries reported suffering from some stress-related aspects concerning some manner to remote teaching. Higher workload perception came from women, unfolding gender inequalities amplified during pandemics. There is no clear relationship between the degree of technological expertise and stress factors, although, in general, educators use more time to prepare learning material and monitor students’ progress. Technological infrastructure was not a big concern for those educators in big cities, but some fundamental infrastructure problems were reported due to each country’s economic reality or geographic conditions.
Critical Considerations on the Digital Potentialities, Vocations, and Needs of Teachers in Training in Bolivia
(Springer Nature, 2022) Vladimir Costas-Jauregui; Sonia Manzur; Violeta Costas-Jauregui
Descriptive Analytics Dashboard for an Inclusive Learning Environment
(2021) Vladimir Costas-Jauregui; Solomon Sunday Oyelere; Bernardo Caussin-Torrez; Gabriel Barros-Gavilanes; Friday Joseph Agbo; Tapani Toivonen; Regina Motz; Juan Bernardo Tenesaca
The educational community continuously seeks ways to improve the learner-centered learning process through new approaches like Learning analytics and its dashboard, which is helpful to enhance the teaching and the learning process. It involves a process whose final goal is presenting results to support decision-making about improving the learning process. However, a descriptive Learning analytics interface for analyzing learning data of students, including the disadvantaged, where to view and interpret learners' historical data is -in general- missing in this research domain. Hence, more research is still required to establish the philosophy of learning analytics on inclusion with an interface for the stakeholders to understand learning and teaching in an inclusive learning environment. This paper fills this gap by providing an inclusive educational learning analytics dashboard to support teachers and students. This study aimed to present a learning analytics implementation in the context of a smart ecosystem for learning and inclusion. We gave the inclusive educational needs and discussed the workflow followed during the descriptive learning analytics dashboard development. Therefore, the study improved existing learning analytics dashboards with a descriptive approach and inclusiveness of students with disabilities. Owing to the software development nature of this study, agile methodology based on five stages was applied: requirement elicitation; data gathering; design and prototyping; implementation; and testing and integration. We performed an initial evaluation, which indicated that the dashboard is suitable for understanding teachers' and students' needs and expectations. Besides, the visualization of inclusive learning characteristics improves engagement and attainment of learning goals.
Digital Storytelling and Blockchain as Pedagogy and Technology to Support the Development of an Inclusive Smart Learning Ecosystem
(Springer Nature, 2020) Solomon Sunday Oyelere; Ismar Frango Silveira; Valéria Farinazzo Martins; Maria Amélia Eliseo; Özgür Yaşar Akyar; Vladimir Costas-Jauregui; Bernardo Caussin; Regina Motz; Jarkko Suhonen; Łukasz Tomczyk
Digital Storytelling in Teacher Education for Inclusion
(Springer Nature, 2020) Özgür Yaşar Akyar; Gıyasettin Demirhan; Solomon Sunday Oyelere; Marcelo Flores; Vladimir Costas-Jauregui
ICT in schools and intercultural education in Bolivia. Challenges of digital inclusion
(2020) Vladimir Costas-Jauregui; L Pérez Blanco; Leticia Blanco
This document attempts to get the challenges and opportunities in the use of ICT and inclusion in the educational process in Bolivia. The analysis is the application of a structured questionnaire to interview under qualitative research. The interview collects perceptions and perspectives from two teachers, who work with ICT and inclusion in the education field. The interviewees have long experience introducing ICT in education. The results can aim in the reflection and contrast the evolution of ICT in education towards improvements by interested stakeholders.
ICT in schools and intercultural education in Bolivia. Challenges of digital inclusion
(2020) Vladimir Costas-Jauregui; L Pérez Blanco; Leticia Blanco
This document attempts to get the challenges and opportunities in the use of ICT and inclusion in the educational process in Bolivia. The analysis is the application of a structured questionnaire to interview under qualitative research. The interview collects perceptions and perspectives from two teachers, who work with ICT and inclusion in the education field. The interviewees have long experience introducing ICT in education. The results can aim in the reflection and contrast the evolution of ICT in education towards improvements by interested stakeholders.
Laboratorio virtual basado en experiencias de concursos de programación
(2016) Vladimir Costas-Jauregui; Marcelo Flores Soliz; Jorge Orellana Araoz
Los Laboratorios Virtuales son entornos donde el estudiante puede experimentar con actividades inherentes al area de estudio. Estos laboratorios, en el caso de programacion, requieren entornos seguros de ejecucion asi como un balanceo de recursos para completar la ejecucion y evaluacion de todas las ejecuciones (programas enviados) solicitadas (las que previamente deben ser compiladas para algunos lenguajes de programacion) El proyecto pretende aplicar el uso de los jueces de concursos de programacion, sus entornos de ejecucion, y evaluacion por casos, como herramienta de aprendizaje en entornos virtuales de la programacion de computadoras y adquirir experiencia en la construccion de laboratorios virtuales que pueden apoyar en las TIC educativas. Este laboratorio virtual hace uso de evaluacion basada en casos, que permite contrastar el resultado esperado con el obtenido por la solucion del estudiante. Para la construccion del laboratorio virtual se analiza y estudia las caracteristicas pedagogicas basicas que se requieren para aprender programacion basandose en proyectos de programacion El Laboratorio Virtual podra ser enlazado a un sistema e-Learning por medio del servicio de enlace a herramientas externas de evaluacion como el que provee Moodle.