Personal Learning Environments (PLE) in the Bachelor’s Degree in Elementary Education at the University of Granada

Authors

DOI:

https://doi.org/10.15359/ree.22-1.12

Keywords:

Higher education, Information and communication technologies, personal learning environment, teacher training

Abstract

This paper studies the devices that university students in teacher education incorporate into their personal learning environments (PLE). It also examines the time that students dedicate to activities related to ICT, the factors that encourage or frustrate the incorporation of tools to students’ PLE, and the characteristics that this population desires for a PLE. For this, a questionnaire has been applied using Likert scales in a sample of 668 students divided into 15 groups, enrolled in the Elementary Education Bachelor’s degree program, at the University of Granada, Spain. The data were analyzed using descriptive and inferential statistics (with 95% confidence interval). Also, correlation tests (Kendall coefficient τ) and analysis of variance (test of Kruskal-Wallis H) were employed. The results showed that laptops and smartphones are the most accessible devices for students. The findings also showed that students spend little time to visiting university platforms, they prefer PLE tools to be productive and to allow them to connect with others, and they want PLE to be interactive, customizable and useful.

Author Biographies

Eduardo Chaves-Barboza, Universidad Nacional de Costa Rica

Educador, matemático e investigador. Con experiencia laboral en educación primaria, secundaria y universitaria desde 1994 hasta el presente. Actualmente labora como profesor titular en la Universidad Nacional de Costa Rica. Sus investigaciones se han orientado hacia la educación matemática, la tecnología educativa, la pedagogía y la organización escolar. Es colaborador de CONARE (Consejo Nacional de Rectores de Costa Rica) para la elaboración de informes del estado de la educación y de SINAES (Sistema Nacional de Acreditación de Costa Rica) para la acreditación de titulaciones universitarias. Es miembro de PIIFEM (Programa Interinstitucional de Investigación y Formación en Educación Matemática de Costa Rica), de ASOMED (Asociación de Matemática Educativa de Costa Rica) y de CIAEM (Conferencia Interamericana de Educación Matemática).

Tomás Sola-Martínez, Universidad de Granada

Profesor catedrático e investigador en la Universidad de Granada. Como coordinador del Programa de Doctorado Currículo, Profesorado e Instituciones Educativas, ha dirigido más de 50 tesis doctorales en el ámbito internacional (Portugal, Colombia, México, Costa Rica y Ecuador). Sus investigaciones han sido publicadas en libros, artículos y conferencias, y constituyen una propuesta constructiva para mejorar la educación en un mundo globalizado, con amplias y diversas exigencias de la sociedad. La educación especial, la organización de las instituciones y la formación del profesorado son las principales temáticas de sus trabajos. Se le han otorgado reconocimientos de alto nivel, entre ellos, el trofeo en honor a la Excelencia Educativa y títulos de Doctor Honoris Causa por 22 universidades latinoamericanas.

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Published

2018-01-01

How to Cite

Personal Learning Environments (PLE) in the Bachelor’s Degree in Elementary Education at the University of Granada (E. Chaves-Barboza & T. Sola-Martínez , Trans.). (2018). Revista Electrónica Educare, 22(1), 1-18. https://doi.org/10.15359/ree.22-1.12

Issue

Vol. 22 No. 1 (2018): Revista Electrónica Educare (January-April)

Section

Journal Articles (Peer Reviewed Section)

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How to Cite

Personal Learning Environments (PLE) in the Bachelor’s Degree in Elementary Education at the University of Granada (E. Chaves-Barboza & T. Sola-Martínez , Trans.). (2018). Revista Electrónica Educare, 22(1), 1-18. https://doi.org/10.15359/ree.22-1.12

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