Revista Electrónica Educare <p><strong>Educare Electronic Journal</strong> is edited and published by Center for Research and Teaching in Education (<a title="CIDE UNA" href="" target="_blank" rel="noopener">CIDE</a>, by its acronym in Spanish) from Universidad Nacional, Costa Rica (<a title="Universidad Nacional" href="" target="_blank" rel="noopener">National University</a>, Costa Rica). It is an <strong>international, academic, electronic</strong> Journal. The journal is published <strong>quarterly</strong>: the first number covers January to April and is published on January the 1st; the second one, covers May to August, and is published on May the 1st. The third number is published&nbsp; on September the 1st and covers September to December.&nbsp;</p> <p><em>Educare’s</em> <strong>aim</strong> is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, <em>Educare</em> offers a space for exchange, dissemination and promotion of Education.</p> en-US <p class="p1">1. In case the submitted paper is accepted for publication, the author(s) <strong>FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM</strong> transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the&nbsp;<strong><a title="Statement" href="" target="_blank" rel="noopener">Originality Statement and Copyright Transfer Agreement</a></strong></p> <p class="p1">2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the <em>Internet</em> in any electronic site, <strong>the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.</strong></p> <p class="p1">3. <strong>The submission and possible publication</strong> of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, <strong>any possible difference of opinion or future dispute </strong>shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.</p> <p class="p1">4.&nbsp;The papers published by <em>Educare Electronic Journal</em> use a <a title="CC" href="" target="_blank" rel="noopener">Creative Commons</a> License:</p> <p class="p1"><a href="" rel="cc:attributionURL">Revista Electrónica EDUCARE</a>&nbsp;/&nbsp;<a href="">CC BY-NC-ND 3.0</a></p> (MAU. Liana Penabad-Camacho) (Área UNAWEB) Tue, 01 Jan 2019 00:00:00 +0000 OJS 60 Knowledge Management: An Alternative to Solve Educational Problems <p class="p1">This article aims to examine the way in which knowledge management helps to solve educational problems in the current global economy. The method employed was structured from an epistemological-documental analysis of successful educative models and the identification of relevant areas of change in high education institutions (HEI). As a result, it can be said that better codifications, curricula, and educational structures can be obtained thanks to knowledge management. In brief, through adequate knowledge management, faculties and departments at HEI have ample opportunities for development in interdisciplinary research projects. Besides, knowledge management helps to reduce costs, have new services for the students, and achieve teaching styles, as well as implement consultancies and personalized learning.</p> Ana María Correa-Díaz, Martha Benjumea-Arias, Alejandro Valencia-Arias ##submission.copyrightStatement## Wed, 30 Jan 2019 00:00:00 +0000 Impact of reading comprehension skills on school learning: A study made in a commune of the Metropolitan region, Chile <p class="p1">The acquisition of skills for reading comprehension is essential in today’s society, because it is not only a way of learning new contents, but also a necessary element to be inserted in life in society. In this article, we propose to investigate the impact of reading comprehension skills on the learning outcomes of fifth grade students from ten schools in a commune of the Metropolitan Region, Chile. A quantitative methodology was used. Data were analyzed through descriptive statistics, correlations, and hierarchies. It is intended to get a conclusion and to know the skills that have the greatest impact on the results obtained by the students in the tests indicated above and with that, to give guidelines for the strengthening of more realistic reading comprehension abilities.</p> Karen Núñez-Valdés, Jessica Carmen Medina-Pérez, José González-Campos ##submission.copyrightStatement## Wed, 30 Jan 2019 00:00:00 +0000 The Return of Women to the First Segment of School Education for Youth and Adults in Porto Velho, Rondônia <p>The objective of this study is to present challenges and perspectives on the return of women to the first segment of School Education for Youth and Adults (EJA), offered in night schools of the municipal school network. The research was conducted with 48 women, between 15 and 65 years of age, in four public schools of Porto Velho, located in different areas of the city. The study showed that factors preventing these women from going to school remain related to family factors such as their husbands’ prohibition of studying, concerns about the raising and care of their children, and household chores. As for the return of these women to school, the main difficulties encountered in the study were the concern about their children in relation with drug involvement and crime, work fatigue, old age and lack of security in the city’s neighborhoods.</p> Kary Jean Falcão, Adriano Campos-Prates ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000 Interpretation of the andean rural school in aimara communities of Puno-Perú <p class="p1">This article is an approximation to the ontological understanding of education from the indigenous-Aymara thinking. It is approached from the interpretative and contextual paradigm, basically using the hermeneutical method, aimed at the understanding and interpretation of the meaning that the community leaders and the Aymara population settled in the southern zone of Puno-Peru give to the school. The information was collected through documentary analysis, in-depth interviews marked by dialogical events that ensured equal interaction between the interlocutors, and based on the experience of shared life as Aymara people (between authors, authors and subjects of study). Through the process of re-interpretative analysis (interpretation of the interpretation), the gathered information has allowed establishing, as results of the study, that the presence of the Andean rural school, directed and administered by the Peruvian State, remains contrary to the sense given by the Aymara community to the expectations and experiences of particular life; it also remains as an excluding, vertical and rigid entity, as well as alien to the Aymara cosmovision. The study concludes that the epistemologies of hope have no place in Aymara thought; therefore, they do not want a school to stop being poor and marginalized in an uncertain time. According to the Aymara communities, the rural school should give meaning to life, enabling the full flowering of the being to live with dignity today, tomorrow and forever, in such a way that the school is not a hope of well-being, but rather the permanent emotional enjoyment (today) from which life is lived in harmony. This implies rethinking educational conceptions and policies from the State, ensuring a permanent process of openness and recognition of the ways of life and thought of indigenous populations.</p> Saúl Bermejo-Paredes, Yanet Amanda Maquera-Maquera ##submission.copyrightStatement## Wed, 30 Jan 2019 00:00:00 +0000 Pedagogical Mediation and Scientific Knowledge Using a Sample of Ninth Grade Science Teachers in Two School Districts of the Costa Rica Educational System for the Development of Scientific Competencies <p class="p1">This article presents the results of a study conducted within the framework of an interunit project of the National University of Costa Rica (UNA), titled “Las competencias científicas en estudiantes del tercer ciclo (9º) de educación general básica en la Región Central de Heredia circuito 01 y 02”<span class="s1"> (Zúñiga y León 2017), </span>on scientific competencies and pedagogical mediation. Specifically, this paper focused on the objective of characterizing the pedagogical mediation that teachers use in their daily practice, for the development of scientific competencies in ninth grade students (corresponding to the third cycle of Costa Rican general basic education). The research was based on the naturalist paradigm and a methodology that assumes a type of mixed research design, where qualitative and quantitative data are compared with the use of observation and a questionnaire to achieve a deeper analysis. The research was conducted with the collaboration of 17 science teachers from Heredia School District (the administrative division of school zones proposed by the Ministry of Education of Costa Rica), willing to collaborate; so, to avoid generalizations, the results obtained only apply to that group. Among the main results, it is highlighted that the role, methodology (strategies and resources), educating act, and evaluation used by the teaching group of the third cycle tends to be closer to a traditional teaching model focused on the transmission of knowledge. Likewise, it is evident that, since mediation mainly focuses on the traditional model, conceptual and scientific knowledge is prioritized over procedural and attitudinal one in planning, evaluation, and mediation.</p> Giselle León-León, Adriana Zúñiga-Meléndez ##submission.copyrightStatement## Fri, 05 Apr 2019 00:00:00 +0000 Learning to communicate science increases students’ motivation. “The Scientific Conference”, a didactic proposal in Secondary Education. <p>In this paper, we describe the “Scientific conference,” a didactic proposal consisting in organizing a scientific congress by secondary school students. The students work in a research project about topics that delve into some contents of the official curriculum with the purpose of communicating the results of this project the day of the celebration of the congress. This proposal will allow the development of several competences at the same time, in particular, the linguistic competence. The purpose of this study is to analyze if participation in this experience increases students’ intrinsic motivation towards Physics and Chemistry subjects. The “Scientific conference” has been put into practice with a group of students of 4th ESO at a public secondary school in Getafe (Madrid). It was a quantitative-approach study, by means of a pretest-posttest design with one experimental group. An instrument that enables gathering data related to students’ intrinsic motivation towards Physics and Chemistry subjects has been used. The results of the study showed that the didactic proposal improved students’ levels of intrinsic motivation and, in particular, their levels of interest and enjoyment of the subject. These results point out that this kind of proposal can be a good starting point for the improvement of students’ motivation towards science learning.</p> Adrián Gollerizo-Fernández, María Clemente-Gallardo ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000 Encouragement to Reading and Writing at Finca Guararí School: A Ludic and Creative Experience Within the Project “Setting up an Implementation Proposal of the Community Teachers Program” <p class="RESUMEN"><span class="CharOverride-10">&nbsp;</span>The main objective of this article is to present a pedagogical experience of encouragement to reading and writing, conducted by a group of university students enrolled in the Pedagogy program with emphasis on 1st and 2nd cycles, as part of the project Construyendo una propuesta de implementación del Programa Maestros Comunitarios of the División de Educación Básica (DEB) at the National University of Costa Rica (UNA). Even though this article is derived from an integrated project (Teaching-University Extension), the activities described point out qualitative teaching experiences both for the students at DEB-CIDE-UNA and for children at Finca Guararí School. The article includes a brief description of the Maestros Comunitarios Program developed both in Uruguay and the Costa Rican context of Guararí, Heredia (where the experience was developed). It also addresses some theoretical background related to the importance of reading and writing for the learning process, as well as the encouragement to reading and writing. Following an action-research methodological route, the experience was developed through activities and play strategies using puppets and puppet frame theaters designed for storytelling based on the strategies Gianni Rodari (1920-1980) created in his “Fantasy Grammar”&nbsp;<a href="#_idTextAnchor010"><span class="CharOverride-9">(Rodari, 1973)&nbsp;</span></a>proposal. The experience took place within Finca Guararí School in Heredia Province during the 1st school cycle 2017. A total of 60 children participated, as well as 23 university students from DEB-UNA. The analysis of results considered the experience as satisfactory since children enjoyed creating puppets while sharing quality time with their school peers. University students pointed out that children exhibited a “higher level” of performance compared to the “expected one.” However, they considered the short duration of the experience as a limitation. Most of the hosting school teachers said they had observed changes in motivation towards reading and more active participation of the children in classroom. The experience is considered useful from perspective of the formation of I and II cycle teachers for basic general education. In conclusion, encouragement to reading and writing is regarded as an important pedagogical strategy since it promotes learning and knowledge based on approaching written texts.</p> Paulette Barberousse-Alfonso, Marie- Claire Vargas-Dengo ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000 Characterization of pedagogical practice of high school teachers participating on the program of assistance and effective access to higher education <p class="p1">TThe program called “Assistance and Effective Access to Higher Education” (PACE) aims to provide an opportunity to continue studies at a higher education institution to high school students attending educational establishments with high levels of social vulnerability. The PACE is designed to work with students from eleventh grade, providing them with vocational guidance and supporting their secondary academic formation. This study describes the results of a characterization of pedagogical practices of language arts and mathematics classes, developed in 15 high schools from Biobío region, Chile. The pedagogical practices of 58 participating teachers were characterized throughout in-class observations. The PACE UCSC advisor team and each classroom teacher used the observation results to design an action plan directed to develop effective teaching methodologies.</p> Felipe Sepúlveda, Edith Calderón, María José Espinoza ##submission.copyrightStatement## Wed, 30 Jan 2019 00:00:00 +0000 Clinical simulation: a contribution to teaching and learning in the Obstetrics area <p>This descriptive study presents a bibliographic review to determine the contribution of the types of clinical simulation: simulated patient training, role play, and full patient simulators in the learning of midwives and midwives in training. An exhaustive search of this topic was carried out in Scielo and Scopus indexed scientific journals; the Google scholar search engine and PubMed, in the international and national context, were used. The search showed a lack of research on this didactic technique in the area of Obstetrics. The focus of analysis and discussion is learning, in order to specify the value of clinical simulation in the development of generic and professional competences from an experiential, psychocultural and pedagogical perspective. Finally, this study concluded that clinical simulation is necessary to improve the safety and confidence of the students enrolled in the Obstetrics and Child Care programs when facing their professional practices with real patients. Even though the development of different types of learning has been described with the use of this technique, this teaching tool needs to be strengthened in the undergraduate training process, with the teaching staff as a facilitator of learning.</p> Janet Elizabeth Altamirano-Droguett ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000 Use of Gamification in Fundamentals of Biology Course <p><span class="CharOverride-8">&nbsp;</span>Currently, at the Instituto Parauniversitario Plerus, there are limitations on the part of students such as studying at the last minute, not using reference tools such as textbooks or articles, and studying for a grade and not for the knowledge itself. Therefore, the objective of this research was to reinforce the course contents, the continuous study, and the self-evaluation of the acquired knowledge through the development of gammification tasks to favor the learning of the students of this course. For the development of the didactic strategy, 29 students from Fundamentals of Biology course, at the Instituto Parauniversitario Plerus, took part: 24 of whom completed the course and five withdrew it. For this group, a portfolio and reinforcement activities (plasticine models, homemade experiments, word search puzzles, crossword puzzles, among others) were established. The realization of these activities provided rewards through the gift of stickers to each student. These rewards were collected and exchanged for didactic prizes, such as a percentage in a short exam. A game called Biology cr was also developed in the Reinos® mobile application. In it, each student developed unique selection questions that were reviewed by the teacher and then incorporated to be answered by other classmates. To determine the results, the grades obtained by the students enrolled in the Fundamentals of Biology course were reviewed, and a survey was carried out, which each student completed once the implementation of this strategy was concluded. To analyse the data, a sociodemographic analysis was carried out for age and sex, and a descriptive analysis with frequency distribution was carried out for the rest of the questions. From a teaching perspective, good results were obtained, with 66.7% of the student body passing. With regard to the student perspective, there were positive aspects (improvement in the understanding of subjects, obligation to constantly take up the subjects studied in class and understand them on their own, including personal research, if necessary) and negative aspects (academic load increase, preference for the use of traditional didactic strategies and lack of delimitation of the most relevant aspects of each of the subjects), which must be considered for future experiences.</p> Jessica Morera-Huertas, Juan José Mora-Román ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000 The Concept of Connection as an Enhancer of the Professional Training of the Engineer: Experiences at Universidad Autónoma De Nuevo León <p class="p1">The connection between the university and the environment is a constantly updated topic. In the case of the engineering is necessary for the achievement of adequate training. The main objective of this study is to assess the possibilities of linking engineering schools and faculties to train professionals who adapt and, at the same time, contribute to transform their environment ethically and responsibly. A non-experimental descriptive design was used to identify those gaps that need to be filled from a theoretical perspective as a basis for the practical actions described. The participants were students of last semesters of 11 engineering careers. The limited presence of the integral approach of that connection is critically analyzed in the consulted sources. From this point, a series of principles for the connection with the environment were determined. A conclusive result of the first phase of the research is presented. This result describes linking actions oriented to the professional development of the students, whose results will be measured in a next stage. These proposals constitute a reference from its conception, functions, and purposes: the conditions, forms, and methods must be adapted to the context. It is concluded that the link between the university and the environment lacks an integral approach and systematization, and constant innovation. It is also concluded that, in the faculties, there are multiple possibilities for the innovation of new avenues for the professional training of the engineer.</p> Jaime Arturo Castillo-Elizondo, Nivia Tomasa Álvarez-Aguilar, Arnulfo Treviño-Cubero ##submission.copyrightStatement## Tue, 15 Jan 2019 00:00:00 +0000 Winner profile of Extraordinary Prize of Secondary Education in Galicia (Spain) <p class="p1">This research aims to analyze if there is a profile of the students who win the “Extraordinary Prize of Secondary Education” (ESO) in Galicia (Spain). For this, the results of the totality of the students who competed for this prize will be compared according to their gender, habitat, ownership, and the level of formation of their parents. The initial working hypothesis was that if there would be no significant differences either in the group that opts for the prize, or between those who win it –6.57% of the students competing–, because they are the students with the highest academic performance. In order to analyze these profiles, the study considered the performance in all the subjetcts of the Extraordinary ESO Prize of the 1,522 students who participated in the contest for the period 2008-2013 in Galicia (Spain). The main conclusion is that the initial hypothesis is not fulfilled, given that the variables analyzed do influence the performance of the students who compete for the award. Gender has influence on all subjects, favoring male students; habitat does on 57% of subjects, ownership on 42.8%, and parent education on 85.7%. Bearing this in mind, the profile would be that of a student from a private and urban school, with parents with higher education.</p> Francisco Jesús Ferreiro-Seoane, Hugo Martínez-Ballesteros, Martha Camino-Santos ##submission.copyrightStatement## Wed, 06 Feb 2019 00:00:00 +0000 Case Study: Teaching and Computer-Assisted Learning Strategy for a Discrete Mathematics Course through the Use of the VilCretas Package in the Wolfram Mathematica Software <p class="RESUMEN"><span class="CharOverride-5">&nbsp;</span>This research paper presents the results obtained in a descriptive case study carried out on two experimental groups of a course of discrete mathematics at the National University of Costa Rica (UNA). At the UNA, a computer-assisted teaching and learning strategy was implemented based on the use of a software package created by the author, named VilCretas; its platform of use is provided by Wolfram Mathematica, a commercial program. The methodology used in this research was mixed in nature, combining a participant observation, during the first half of the year 2017, with the application of a questionnaire at the end of the experience. The study focused on determining the level of satisfaction shown in the student population in terms of learning activities developed, and the identification of strengths and weaknesses in the use of the VilCretas package as a didactic resource to support teaching in the field of finite mathematics. The analysis of results was established from an instrument conformed by a Likert scale, where the arithmetic mean of the values, whose representation corresponds to the answers per individual, is estimated. In addition, a test of Student’s hypothesis t was applied to compare the academic performance shown by the experimental groups and a control group. The study shares a series of evidence of the positive characteristics that the VilCretas package has under a didactic perspective and, in a binding way, the contribution provided by the laboratory-type activities that were used with the participating students, to produce better learning.</p> Enrique Vílchez-Quesada ##submission.copyrightStatement## Thu, 14 Mar 2019 00:00:00 +0000 When the Novice Reader Faces Academic Texts: The Difficult Path From General to Specialized Comprehension <p><span class="CharOverride-7" lang="el-GR">&nbsp;</span><span lang="el-GR">The academic text is a conventionally structured and scientifically oriented community product that makes use of a specific set of concepts and vocabulary. This paper aims to establish that, due to such characteristics, academic texts present difficulties for the inexperienced reader as they require specialized reading comprehension. To achieve its goal, this paper presents the results of a diagnostic instrument of freshperson’s reading competence level. The test was conducted on 733 new students from the Universidad Icesi in Cali, Colombia, during the first semester of 2017. Based on the discourse analysis and text-linguistics approach, the test was about an explanatory-argumentative text. On a second stage, the paper reviews the characteristics of the academic texts that difficult the reading comprehension by those who are newly integrated into the university. Finally, a series of learning objectives to be included in different courses is proposed in order to support the students’ achievement of specialized reading comprehension.</span></p> Lucila Lobato-Osorio ##submission.copyrightStatement## Thu, 14 Mar 2019 00:00:00 +0000 A didactic proposal to introduce education for global citizenship in higher education <p>One of the missions of the XXI century university is to train professionals to know how to respond to social demands. In this sense, education for global citizenship contributes to social transformations while enhancing the integral learning of students by establishing relationships between what is taught in classrooms and social reality. This article presents a series of social thematic activities framed in cooperative learning in an English language subject. These activities will be described, as well as the main social skills that students acquire with them, such as communication, cooperation, and empathy. The didactic proposal presented is intended for the students not only to acquire content, but also to acquire competences so that their formation is integral. The methodology used has followed a qualitative-descriptive model. Moreover, a survey was prepared in order to know students’ opinion on some aspects of the teaching-learning process, and to find out if there was any contribution to the formation of global citizenship. This survey was designed taking into account the notes that the teacher had taken in class by observing if the students carried out a relationship between the proposed social activities and the acquisition of social competencies. The data were collected at the end of the semester anonymously, and analysed in a manual manner. The results show that the majority of the students believe that they have grown as global citizens by being aware of social realities distinct from their own, and empathize with unfair situations. This study reveals that basing the subject on social content not only contributes to the acquisition of competencies but also to increase students’ social and global education.</p> María Martínez-Lirola ##submission.copyrightStatement## Sat, 15 Dec 2018 00:00:00 +0000 Understanding Parents’ Perceptions of Children’s Physical Activity <p>Currently, there is little research on mothers’ perceptions of the social support they provide for their children to be physically active, which could yield important information in the construction of interventions that promote active lifestyles in childhood. We conducted individual interviews and three focus groups with 15 mothers of children 6 to 8 years old. The data were thematically analyzed using a qualitative approach, applying Ecological Model constructs to guide coding and categorization of results and the discussion of these results. The majority of mothers acknowledged that their sons and daughters were relatively less active and indicated that they perceived a need for increased physical activity among their children. The use of social support strategies was minimal, limited to accompanying their children. Mothers reported environmental factors such as cost, time constraints, lack of extracurricular-community activities and unsafe environments as the main barriers to their children’s physical activity. This study generated three main categories of results: the information gathered following the ecological model as a framework for analysis generated suggests that mothers are not aware of lack of physical activity of their children; mothers do not know ways to use social support for active lifestyles in their children, and recognize barriers to increase children’s physical activity. These research findings may contribute to health promotion strategies and programs that educate parents on how to effectively support their child in developing an active style of life.</p> Carlos Eduardo Álvarez-Bogantes ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000 Analysis of Burnout Syndrome in Teachers of Preschool, Middle School and High School for Prevention and Treatment <p>This article presents the results of a research project based on various aspects of the burnout syndrome and its incidence in teachers of preschool, middle school, and high school from Seville province (Spain). The main goal of the study is to analyze the level of burnout that teachers experience both at a general level and when considering different variables according to age, experience, type of educational center and educational stage. A quantitative methodology was implemented, and the study sample was composed of 1890 teachers, to whom the CBP-R Burnout scale questionnaire was applied.&nbsp;<a href="#_idTextAnchor030"><span class="CharOverride-9">Sierra’s (1987)</span></a>&nbsp;criteria were used to select the sample; a high-reliability index close to +/- 2% margin of error was obtained. For the data analysis and the treatment of the obtained results, variables such as emotional exhaustion, depersonalization and lack of realization were taken into consideration, as well as variables according to age, experience, type of educational center and educational level. Among the main findings, we highlight that 11.6% of teachers surveyed have a high level of general burnout. In terms of emotional exhaustion, 74% of them obtained a score within the burnout average level, and especially highlighted the emotional cost of the education profession and the harshness of the post-holiday syndrome. About the depersonalization, 83% also obtained a score within the average level; everything seems to indicate that the teachers surveyed suffer from an extraordinary form of stress at their jobs. At last, in terms of the lack of realization in their profession, 86.2% of the teachers surveyed obtained an average burnout level; we can appreciate that there is a high satisfaction doing their jobs and with their professional vocation too.</p> José Alberto Gallardo-López, Fernando López-Noguero, Pedro Gallardo-Vázquez ##submission.copyrightStatement## Thu, 14 Mar 2019 00:00:00 +0000 Motivation of Secondary Education Students in Soundscape Activities: A Quasi-Experimental Study in a Context of Social Vulnerability <p class="RESUMEN ParaOverride-4" lang="en-US">Self-Determination Theory (SDT) establishes that self-determined behavior depends on the satisfaction of three innate psychological needs: autonomy, competence, and relatedness. In this study, we will establish the behavior that six teams of secondary education students display when carrying out creative activities linked to the soundscape, in the framework of the music subject in Chile’s education system. This quasi-experimental study is posed from the hermeneutic pedagogy as it considers the interaction between musicology and didactical intervention for interpreting student behavior in conformity with SDT. The qualitative data analysis entails the triangulation of a variety of tools, such as focal interviews and direct observation techniques. According to the results, most of the participants do not show self-determined behaviors during creative activities as they undergo both internal and external pressures within their teams. In conclusion, self-determination depends on the satisfaction of the three innate psychological needs.</p> Rolando Angel-Alvarado, Olga Belletich, Miguel Wilhelmi ##submission.copyrightStatement## Thu, 14 Mar 2019 00:00:00 +0000 Creating Space for Visual Ethnography in Educational Research <p class="RESUMEN ParaOverride-4" lang="en-US">This article maps the territory of visual ethnography as a key and accessible research methodology in education. It aims to provide an overview and to present theory and practice for future research. The origins and principles of visual ethnography are disclosed as well as some methods to gather data. From the premise that either created by the researcher, by the participants, or through collaboration between both, images may be the core of analysis of social and cultural views and perceptions of students, educators, administrators and community members. The author addresses ethical issues like confidentiality, and highlights possible biases like authenticity, negotiated construction, trustworthiness, and deception of information. The main conclusions highlighted the importance of visual ethnography as a key methodology to elicit rich data that access students’ voices, the space for participatory techniques, and the role of technology as an undeniable participant.</p> Lena Barrantes-Elizondo ##submission.copyrightStatement## Wed, 06 Feb 2019 00:00:00 +0000 Exploring Perspectives, Negotiating Computer-mediated Landscapes, and Integrating Technology in Linguistically and Culturally-diverse Learning Spaces <p class="p1">Global trends in the 21st century highlight the importance and necessity of technology use for students to demonstrate their learning processes, thus facilitating their language learning in meaningful technological contexts (Eaton, 2010). This paper seeks to address some issues dealing with the importance of technology in relation to second language learning and teaching, including the benefits, challenges, considerations, and perceptions of teaching with technology. The purpose of this paper is threefold. First, it explores technology in education as it has been commonly construed, challenged, and used. Secondly, it presents technology in education ideas to second language learning, and discusses some benefits and challenges implicit in the interaction of both. Lastly, it shares ways in which the authors, all currently working in diverse educational contexts, have implemented some of the free resources that they collaboratively compiled in an online LiveBinder.</p> Patricia López-Estrada, Prisca Rodríguez, Maria Bonet ##submission.copyrightStatement## Fri, 22 Feb 2019 00:00:00 +0000