Aplicaciones móviles en el desarrollo del lenguaje Un enfoque comparativo entre padres y educadores
Article Sidebar
Main Article Content
Abstract
El uso de aplicaciones móviles y tecnologías digitales ha despertado un interés cada vez mayor en los ámbitos de la educación y el desarrollo infantil; la elección de aplicaciones adecuadas causa incertidumbre ya que no todas cumplen con estándares pedagógicos adecuados. El presente estudio expone un enfoque empírico, basado en el análisis de sentimientos de las reseñas publicadas por los usuarios de las cuatro aplicaciones para el desarrollo de lenguaje más populares en la tienda de Google. El objetivo es encontrar las similitudes y diferencias en cuanto a criterios y percepciones que tienen tanto padres de familia como educadores a la hora de elegir los aplicativos móviles. Para ello, se contó con 8.085 reseñas de padres y la evaluación pedagógica de educadoras de primera infancia. Los resultados muestran que padres y docentes concuerdan en que el diseño y la funcionalidad son importantes, pero difieren en cuanto al contenido educativo y las características técnicas que una aplicación móvil debe tener en el desarrollo del lenguaje. Las implicaciones pedagógicas pueden ser útiles tanto para docentes como para padres de familia.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
References
Abd Halim, F. A., Ariffin, M., & Savita, K. S. (2018). Towards the Development of Mobile App Design Model for Dyscalculia Children in Malaysia. MATEC Web of Conferences, 150, 5016-5016.
Arrastia-Chisholm, M. C., & Tackett, S. (2020). Apps for Behavior Management, Communication, and Learning: Using Sociocultural Theory to Understand Mobile Technology in PK-12 Settings. Peabody Journal of Education, 95(2), 148-159. ttps://doi.org/10.1080/0161956X.2020.1745614
Benton, L., Vasalou, A., Berkling, K., Barendregt, W., & Mavrikis, M. (2018). A Critical Examination of Feedback in Early Reading Games Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, Montreal QC, Canada. ttps://doi.org/10.1145/3173574.3173947
Booton, S. A., Hodgkiss, A., & Murphy, V. A. (2021). The impact of mobile application features on children’s language and literacy learning: a systematic review. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2021.1930057
Brito, R., & Dias, P. (2020). “Which apps are good for my children?”: How the parents of young children select apps. International Journal of Child-Computer Interaction, 26, 100188-100188. https://doi.org/https://doi.org/10.1016/j.ijcci.2020.100188
Callaghan, M. N., & Reich, S. M. (2018). Are educational preschool apps designed to teach? An analysis of the app market. Learning, Media and Technology, 43(3), 280-293. https://doi.org/10.1080/17439884.2018.1498355
Crescenzi-Lanna, L. (2022). The developmental appropriateness of digital games and its impact on young children’s enjoyment and playtime. International Journal of Child-Computer Interaction, 33, 100480-100480. https://doi.org/10.1016/j.ijcci.2022.100480
Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. International Journal of Mobile Learning and Organisation, 14(2), 255-274. https://doi.org/10.1504/IJMLO.2020.10026334
Drolia, M., Papadakis, S., Sifaki, E., & Kalogiannakis, M. (2022). Mobile Learning Applications for Refugees: A Systematic Literature Review. Education Sciences, 12(2), 96-96. https://doi.org/10.3390/educsci12020096
Göksu, İ. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56, 101491-101491. https://doi.org/10.1016/j.tele.2020.101491
Göksu, İ., Aslan, A., & Turgut, Y. (2020). Evaluation of mobile games in the context of content: What do children face when playing mobile games? E-Learning and Digital Media, 17(5), 388-407. https://doi.org/10.1177/2042753020936785
Griffith, S. F., Hagan, M. B., Heymann, P., Heflin, B. H., & Bagner, D. M. (2020). Apps As Learning Tools: A Systematic Review. Pediatrics, 145(1), e20191579-e20191579. https://doi.org/10.1542/peds.2019-1579
Herodotou, C. (2021, 17 May-10 June 2021). MAD Learn: An Evidence-based Affordance Framework to Assessing Learning Apps. 2021 7th International Conference of the Immersive Learning Research Network (iLRN),
Kalogiannakis, M., & Papadakis, S. (2018). Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113-127. https://doi.org/10.1504/IJMLO.2019.096479
Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills. AERA Open, 7, 23328584211004183. https://doi.org/10.1177/23328584211004183
Liu, B. (2015). Sentiment analysis: mining sentiments, opinions, and emotions. Cambridge, UK: Cambridge University.
Lubniewski, K. L., Arthur, C. L., & Harriott, W. (2018). Evaluating instructional apps using the app checklist for educators (ACE). International Electronic Journal of Elementary Education, 10(3), 323-329. https://doi.org/10.26822/iejee.2018336190
Mulundu, C., Hasheela-Mufeti, V., & Ntinda, M. (2021). An Effective Tool for Oshindonga Early Development Education: Lilonga-Nenyanyu Learning Application. Proceedings of the 18th International Conference on e-Business,
Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239-246. https://doi.org/https://doi.org/10.1016/j.ecresq.2017.10.006
Nikolopoulou, K. (2021). Mobile devices in early childhood education: teachers’ views on benefits and barriers. Education and Information Technologies, 26(3), 3279-3292. https://doi.org/10.1007/s10639-020-10400-3
Notari, M. P., Hielscher, M., & King, M. (2016). Educational Apps Ontology. In D. Churchill, J. Lu, T. K. F. Chiu, & B. Fox (Eds.), Mobile Learning Design: Theories and Application (pp. 83-96). Springer Singapore. https://doi.org/10.1007/978-981-10-0027-0_5
Oakley, G., Wildy, H., & Berman, Y. E. (2018). Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms. Journal of Early Childhood Literacy, 20(4), 655-679. https://doi.org/10.1177/1468798418779171
Papadakis, S. (2018). Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336-352. https://doi.org/10.1504/IJMLO.2018.095130
Papadakis, S. (2021). The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.657895
Papadakis, S. (2022). Apps to Promote Computational Thinking and Coding Skills to Young Age Children: A Pedagogical Challenge for the 21st Century Learners. Educational Process: International Journal, 11, 7-13. https://doi.org/10.4018/978-1-7998-1486-3.ch006
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children: What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(3), 256-277. https://doi.org/10.1504/IJMLO.2017.085338
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147-3165. https://doi.org/10.1007/s10639-017-9579-0
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018a). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education, 116, 139-160. https://doi.org/https://doi.org/10.1016/j.compedu.2017.09.007
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018b). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849-1871. https://doi.org/10.1007/s10639-018-9693-7
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children. Sustainability, 12(10), 4201-4201. https://doi.org/10.3390/su12104201
Papadakis, S., Zaranis, N., & Kalogiannakis, M. (2019). Parental involvement and attitudes towards young Greek children’s mobile usage. International Journal of Child-Computer Interaction, 22, 100144-100144. https://doi.org/https://doi.org/10.1016/j.ijcci.2019.100144
Pérez, P., Salmerón, T., & Pedraza, P. (2006). Desarrollo de la comunicación y del lenguaje: indicadores de preocupación. Revista pediatría de atención primaria, 8(32), 679-693.
Pila, S., Piper, A. M., Lauricella, A., & Wartella, E. (2020). Preschoolers’ STEM Learning on a Haptic Enabled Tablet. Multimodal Technologies and Interaction, 4(4), 87. https://www.mdpi.com/2414-4088/4/4/87
Sanromà-Giménez, M., Cantabrana, J., Usart, M., & Gisbert, M. (2021). Design and Validation of an Assessment Tool for Educational Mobile Applications Used with Autistic Learners. Journal of New Approaches in Educational Research, 10(1), 101-121. https://doi.org/10.7821/naer.2021.1.574
Sari, B., Takacs, Z. K., & Bus, A. G. (2017). What are we downloading for our children? Best-selling children’s apps in four European countries. Journal of Early Childhood Literacy, 19(4), 515-532. https://doi.org/10.1177/1468798417744057
Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial. Mathematics Education Research Journal, 29(3), 313-327. https://doi.org/10.1007/s13394-017-0203-9
Son, S.-H. C., Butcher, K. R., & Liang, L. A. (2020). The Influence of Interactive Features in Storybook Apps on Children’s Reading Comprehension and Story Enjoyment. The Elementary School Journal, 120(3), 422-454. https://doi.org/10.1086/707009
Statista. (2023). Biggest app stores in the world 2022. Retrieved 24 de Mayo from https://www.statista.com/statistics/276623/number-of-apps-available-in-leading-app-stores/
Thi Hong Thuy, T., Qalati, S. A., & Mirani, S. (2020). Impact of early reading skills and teacher’s perceptions in English as a foreign language using ICT: Evidence from Vietnam. British Journal of Education, 8(3), 1-15.
Tzima, S., Styliaras, G., Bassounas, A., & Tzima, M. (2020). Harnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability. Sustainability, 12(22), 9416-9416. https://doi.org/10.3390/su12229416
Vaiopoulou, J., Papadakis, S., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles. Behavioral Sciences, 11(6), 82-82. https://doi.org/10.3390/bs11060082
Zourmpakis, A. I., & Kalogiannakis, M. (2020). Formación de docentes de Educación Infantil y Primaria en el uso de la gamificación adaptativa en la enseñanza de la EF III Jornada de Jóvenes Investigadores de la Enseñanza de las Ciencias Naturales y Nuevas Tecnologías en Educación,