Teacher Education
Permanent URI for this collectionhttps://hdl.handle.net/11274/9564
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Browsing Teacher Education by Author "Figueroa, Jorge"
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Item Augmented reality in the secondary education classroom: Teachers’ visions(Bastas Publications, 2021-08-09) Figueroa, Jorge; Sampedro, Begoña; Marín-Díaz, VerónicaThe advancement of emerging technologies in the classroom is a reality, however, the vision that teachers may have of them is essential in order for these to be incorporated. Using this as a foundation, this article’s main objective is to know the vision thatsecondary education (SE) teachers have of the use of Augmented Reality (AR) in teaching at that educational level. Through a descriptive correlational quantitative study, an ex-post facto design, and an ad-hoc questionnaire of 39 items, (N=350 teachers), this objective has been corroborated. The main conclusion that has been reached is that SE teachers consider AR as an element that will cause a change in the student’s learning methodology making it more autonomous and experiential. In addition, the teachers will need more training with AR, lower costs, and greater availability of resources to carry out the teaching process with greater ease.Item Dual credit at your doorstep: What you need to know(Magna Publications, 2023-09-08) Hoermann-Elliott, Jackie; Johnson, Tanisha; Figueroa, JorgeIn 2019, the US Department of Education reported that one in every three American high school students participates in dual enrollment courses (Shivji & Wilson, 2019), a number expected to rise in the coming years. Texas is one such state where rapid expansion is underway. From 2000-2017, a sharp 753% increase of students enrolled in dual credit courses was observed, representing 10% of all students enrolled in Texas higher education (THECB, 2018). Not only is dual credit growing rapidly, it’s playing a critical role in bridging the educational achievement gap by offering college coursework opportunities to high school students, many of whom lack access to such transformative academic programming.Item Predictive factors of problematic smartphone use in young Spanish university students(Elsevier, 2022) Marín, Verónica; Sampedro, Begoña Esther; Ortega, Juana María; Figueroa, JorgeSmartphones have evolved from being a helpful tool in our days to be an indispensable complement. Its presence in our daily lives has grown to reach a problematic use on occasions. This fact is even more remarkable when we speak of young adults and adolescents, in which problematic situations can be identified as derived from its use. In this study, we analyze the self-perception of 409 young adults pursuing an Education university degree on the use and consumption of the smartphone via their responses to the Mobile Phone Problem Use Scale. The results show that, despite not perceiving the use of the mobile phone as problematic, some of the behaviors described by them as habitual would imply inappropriate use of the smartphone. Some outlined by the sample included mitigating loneliness, fear of isolation, or using it to feel better. Surprisingly, these are not recognized as problematic, despite being some of the most apparent indicators of misuse. The analysis of the results shows how younger populations and, mainly women, present this type of worrying and unconscious behavior. However, the increasing use of these devices within training areas offer new options to favor its proper use, mitigating the possible adverse effects of its use.