Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies

Capa da revista Texto Livre, volume 13, número 3, setembro-dezembro de 2020.

Belo Horizonte, Sept.-Dec. 2020.
Organization: Prof. José María Romero Rodríguez and Dr. Santiago Alonso García (Universidad de Granada, Spain)

Publication date: September 1, 2020.

Published: 2020-09-01

Editorial

Education and Technology

  • Experiences, situations and resources for competence development a qualitative approach with posgraduate students

    María Luz Cacheiro-González, Raúl González-Fernández, Ernesto López-Gómez
    1-24
    DOI: https://doi.org/10.35699/1983-3652.2020.24900

  • Digital fluency concept a systematic review of literature 2010-2020

    José Antonio Canchola-González, Leonardo David Glasserman Morales
    25-46
    DOI: https://doi.org/10.35699/1983-3652.2020.25087

  • Teachers' digital competences in the online classes modality a case study in a health crisis context

    Jessica Alejandra Ruiz-Ramirez, Dayannis Tamayo-Preval, Hugo Montiel-Cabello
    47-62
    DOI: https://doi.org/10.35699/1983-3652.2020.25592

  • Online streaming applications as a pedagogical tool Language Learning with Netflix

    Silvia Martínez Martínez, Coral Ivy Hunt Gómez
    63-78
    DOI: https://doi.org/10.35699/1983-3652.2020.24933

  • Teacher professional learning experiences in MOOC teachers from Sonora, Mexico who participated in the Key Learning Collection

    María Lorena Ballesteros Ibarra, Martín Alonso Mercado Varela, Nancy Janett García Vázquez, Leonardo David Glasserman Morales
    79-102
    DOI: https://doi.org/10.35699/1983-3652.2020.25099

  • Technology and language learning English as a Foreign Language learners’ use of smartphones for online informal learning in Indonesia

    Huzairin Huzairin, Gede Eka Putrawan, Bambang Riadi
    103-120
    DOI: https://doi.org/10.35699/1983-3652.2020.24657

  • Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree a study with mixed ANOVA

    Francisco David Guillén Gámez, Ernesto Colomo Magaña, Enrique Sánchez Rivas, Rocío Pérez del Río
    121-139
    DOI: https://doi.org/10.35699/1983-3652.2020.25107

  • Digital security education bibliometric study on cyberbullying in web of science

    Carmen Rodríguez Jiménez, Juan Manuel Trujillo Torres, Antonio José Moreno Guerrero, Santiago Alonso García
    140-160
    DOI: https://doi.org/10.35699/1983-3652.2020.25110

  • Gender contrasts in an e-learning training experience in the primary teacher degree of the Faculty of Education of Albacete

    Ascensión Palomares-Ruiz, Antonio Cebrián, Emilio López-Parra
    161-180
    DOI: https://doi.org/10.35699/1983-3652.2020.25114

  • Visions of the use of ICT for inclusive education the case of Greece

    Verónica Marín Díaz, Evangelia Vagena, Sebastían Rubio García
    181-199
    DOI: https://doi.org/10.35699/1983-3652.2020.25117

  • The use of digital educational games in the youth and adult education

    Regina Claudia Pinheiro, José Rogério de Oliveira
    200-223
    DOI: https://doi.org/10.35699/1983-3652.2020.25572

  • Technological and pluricultural teacher training for a quality educational inclusion

    Cláudia de Barros Camargo
    224-239
    DOI: https://doi.org/10.35699/1983-3652.2020.25648

  • The use of ICT for reading animation in vulnerable contexts a systematic review in de last decade

    Magdalena Ramos-Navas-Parejo, María Pilar Cáceres-Reche, Rebeca Soler-Costa, José Antonio Marín-Marín
    240-261
    DOI: https://doi.org/10.35699/1983-3652.2020.25730

  • Relation of the ICT with neuroeducation, inclusion, pluriculturality and environmental education through a Confirmatory Factorial Analysis study

    Antonio Hernández Fernández
    262-277
    DOI: https://doi.org/10.35699/1983-3652.2020.25739

  • Gamification to improve student activation in learning

    M.ª Elena Parra-González, Adrián Segura-Robles, Esteban Vázquez Cano, Eloy López-Meneses
    278-293
    DOI: https://doi.org/10.35699/1983-3652.2020.25846

  • Digital experiences, risks and educational approach to digital leisure with young people in social difficulty

    Margarita Vasco-González, Rosa Goig Martínez, Álvaro Manuel Úbeda-Sánchez
    294-315
    DOI: https://doi.org/10.35699/1983-3652.2020.26132

  • The impacts of gamification and the use of educational games in english language classes TOEFL IBT oral production

    Diene Eire de Mello, Samantha Ramos , Raquel Carlos, Giovanna Mollero
    316-333
    DOI: https://doi.org/10.35699/1983-3652.2021.24946

Linguistics and Technology

  • Future and digital literacies transformative learning experiences in Northeast Mexico

    Irais Monserrat Santillan-Rosas, Noé Abraham González-Nieto
    334-356
    DOI: https://doi.org/10.35699/1983-3652.2020.25075

  • Digital stories students’ perception of feedback contribution for script development in L2

    Vanessa Rocha, Celso Henrique Soufen Tumolo
    357-375
    DOI: https://doi.org/10.35699/1983-3652.2020.25106

  • Education, arts and interculturality documentary cinema as a communicative language and innovative technology for learning the R+D+I methodology

    Javier Collado-Ruano, Mónica Naula Ojeda, Miguel Orozco Malo, Delsa Silva Amino
    376-393
    DOI: https://doi.org/10.35699/1983-3652.2020.25639

Higher Education and Technology

  • The use of adaptive learning ontologies a view from a systematic mapping

    Odiel Estrada Molina, Dieter Reynaldo Fuentes Cancell, Jimmy Manuel Zambrano Acosta
    394-423
    DOI: https://doi.org/10.35699/1983-3652.2020.25120

  • Project PROTECT development of technological and professional competences in the translation class

    Manuel Cristóbal Rodríguez Martínez, Antonio Urbano Contreras
    424-442
    DOI: https://doi.org/10.35699/1983-3652.2020.24630