Software librea hezkuntzan: egoera eta erronkak
Software librea hezkuntzan: egoera eta erronkak
Miren Berasategi Zeberio (Deustuko Unibertsitatea)
miren.berasategi@deusto.es
UEU, Irakasleen Prestakuntzarako Unibertsitate Masterra
2022ko otsailak 5
[…] reading linear narrative and expository texts on a computer screen leads to poorer reading comprehension than reading the same texts on paper (Mangen et al., 2013, 67.orr.).
[…] the increased demands of decision-making and visual processing in hypertext impaired reading performance (DeStefano eta LeFevre, 2007, 1616.orr.).
Algo parecido sucede cuando sustituimos la escritura manuscrita por la escritura digital: mientras la primera ayuda a la memorización y el recuerdo, la segunda no logra ese efecto [Mueller & Oppenheimer 2014;Longcamp et al. 2008] (Garaizar, 2021).
Alfabetatze digital egokiak teknologia digitalak noiz EZ erabili erabakitzen jakitea ere eskatzen du (Garaizar, 2021).
(…) free software gives schools, like other users, the freedom to copy and redistribute the software; the school system can give a copy to every school, and each school can install the program in all its computers, with no obligation to pay for doing so (Stallman, d.g.).
Free software permits students to learn how software works. […] Proprietary software rejects their thirst for knowledge: it says, “The knowledge you want is a secret—learning is forbidden!” (Stallman, d.g.).
All computer users ought to insist on free software: it gives users the freedom to control their own computers—with proprietary software, the program does what its owner or developer wants it to do, not what the user wants it to do (Stallman, d.g.).
[…] digital footprints refer to information that is given off by actions humans are already taking. The information contained in these footprints, which may be generated through purposeful action or passive recording, is believed to offer deep and novel insights into both individual experience and society as a whole (Thatcher, 2014, 1769.orr.).
Fear of missing out (FOMO) is described as “(…) a pervasive apprehension that others might be having rewarding experiences from which one is absent (…)” and “(…) a desire to stay continually connected with what others are doing” [Przybylski, Murayama, DeHaan, & Gladwell, 2013, p. 1841] (Oberst, 2017, 53.orr.).
+ oihartzun ganberak, aldizkako saritzea… arreta eta atentziora bahitzen maisulana egiten dute.
Tresna digitalak ez dira bitarteko soil edo neutralak; irakasleak ikasgelara daraman software hautaketak eremu digitalaren inguruko eredu jakin bat,
ikuskera bat, helarazten du.
Erreferentziak
Bryant, J., Child, F., Dorn, E., & Hall, S. (2020). New global data reveal education technology’s impact on learning. McKinsey & Company. https://www.mckinsey.com/industries/education/our-insights/new-global-data-reveal-education-technologys-impact-on-learning#
Buchanan, R., Southgate, E., Scevak, J., & Smith, S. P. (2018). Expert insights into education for positive digital footprint development. Scan, 37(2). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/vol-37-2018/
DeStefano, D., & LeFevre, J.A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641. https://doi.org/10.1016/j.chb.2005.08.012
Garaizar, P. (2021, apirilak 11). Las redes sociales y las TIC en el aula. FECYT. https://www.fecyt.es/es/FECYTedu/las-redes-sociales-y-las-tic-en-el-aula
Longcamp, M., Boucard, C., Gilhodes, J.C., Anton, J.L., Roth, M., Nazarian, B., & Velay, J.L. (2008). Learning through Hand- or Typewriting Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging Evidence. Journal of Cognitive Neuroscience, 20(5), 802–815. https://doi.org/10.1162/jocn.2008.20504
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002
Mueller, P. A., & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
Oberst, U., Wegmann, E., Stodt, B., Brand, M., & Chamarro, A. (2017). Negative consequences from heavy social networking in adolescents: The mediating role of fear of missing out. Journal of Adolescence, 55, 51–60. https://doi.org/10.1016/j.adolescence.2016.12.008
Stallman, R. M. (d. g.). Why Schools Should Exclusively Use Free Software. GNU Project - Free Software Foundation. https://www.gnu.org/education/edu-schools.en.html
Thatcher, J. (2014). Big Data, Big Questions| Living on Fumes: Digital Footprints, Data Fumes, and the Limitations of Spatial Big Data. International Journal of Communication, 8, 1765–1783. https://ijoc.org/index.php/ijoc/article/view/2174