Abstract

The impact that a new technology item such as the mobile phone has on today's society, in particular, on the life of adolescents aged 12 - 16, is analyzed and discussed. In the information society we are living in, changes are ever quickening. Consequently, interpenonal relationships are being modified. Many of these transformations affects adolescents transforming their habits, attitudes and ways of relationships around this technology, both with their friends and families.

Abstract

This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.).

Abstract

e-Research is changing practices and dynamics in social research by the incorporation of advanced e-tools to process data and increase scientific collaboration. Previous research shows a positive attitude of investigators through e-Re­search and shows a fast incorporation of e-Tools, in despite of many cultural resistances to the change. This paper examines the current state (attitudes, tools and practices) of e-Research in the field of Media and Communication Studies in Latin America, Spain and Portugal. A total of 316 researchers of the region answered an online survey during the last 2 months of 2011. Findings confirm an optimistic attitude through e-Research and an often use of e-Tools to do research. Even though, most of them informed to use basic e-Tools (e.g. e-mail, commercial videoconference, office software and social networks) instead of advanced technologies to process huge amount of data (e.g. Grid, simulation software and Internet2) or the incorporation to Virtual Research Communities. Some of the researchers said that they had an «intensive» (31%) and «often» (53%) use of e-Tools, but only 22% stated that their computer capacity was not enough to manage and process data. The paper evidences the gap between e-Research in Communications and e-Research in other disciplines; and makes recommendations for its implementation.

Abstract

Nowadays, we cannot ignore the fact that young children are over flooded with technologies. Only a proper action and a positive attitude from adults can prevent potential negative consequences, and prepares the child for a life where the usage of communication technologies (ICTs) is necessary for an individual’s social success. This article represents the child’s access to information-communication technology, its usage at home, the influence of child’s ICTs usage on his or hers development of competences, and the child’s relation with the ICTs at home. The data was gathered with the help of 130 parents who filled out a questionnaire and provided us with their opinions about their four-year-old children and their usage of ICTs at home. We found out that four-year-old children in their home environment regularly encounter ICTs. Besides that, we were also interested whether there exist differences accord­ing to the child’s gender and the parents’ level of education. Moreover, we present parents’ opinions at suggestions for further studying of this issue.

Abstract

This paper analyzes the relationship between motivation and time estimates spent on internet based tasks, and its eventual incidence in informational and dialogical activities. The sample consisted of 120 students from 7 schools (“liceos”) in Chile, whose average age was 15. The participants had to carry out two different tasks on the Internet: first, a vertical communication activity (Google search); second, a horizontal communication activity (messaging). In each task, the perceived elapsed time and the level of interest were evaluated. When comparing the vertical and the horizontal communication activities, the results show a significantly higher interest and significantly lower estimated time in the horizontal communication task (chatting). From these results, a projection of the informational and educational uses of the internet can be made.