Martínez Buendía, J. (2016). La educación para los medios integración del e-book enriquecido en educación primaria (Doctoral dissertation). Retrieved from https://digitum.um.es/xmlui/handle/10201/51503

Abstract:

“Media Education: Integration of Enriched e-book in Primary Education” has as main objective to incorporate the enriched e-book (e-book EC) in an integrative model of Media Education in sixth year of Primary Education, to improve understanding of information and the development of a critical attitude. The specific objectives are: designing, creating and incorporating didactic materials from enriched e-book following TPACK model; identifying the usefulness of enriched e-book in information processing and digital competence and, finally, assessing whether the enriched e-book improves the informative production in students. The methodological design used is a quasi-experimental pretest-posttest model combining the TPACK model to implement didactic units and activities about Media Education, through the educational use of the e-book EC resource. 53 students have participate from 11 to 12 years old, 11 teachers and 28 families from a public school. The instrument has been the questionnaire to collect information by Likert type with five intervals for 78 items numerically from 0 to 4 distributed in 14 dimensions through which we wanted to collect the assessment of learning level of the three main dimension: level of Media Literacy, level of collaborative learning and the assessment of the digital tool e-book EC. The main conclusions: 1. It has been able to design, to create and to incorporate the e-book EC in an integrative model of Media Education in Primary Education. 2. The e-book EC facilitates collaborative learning based on the creation of knowledge through the interaction and inter-individual, by managing digital resources focused on improving Media Education, which has facilitated the improvement in the autonomous and thoughtful development of students. 3. It is significant starting from low levels, the positive differential average pretest-posttest, of each of the three dimensions covering all its dimensions: Media Literacy 48.43%, 48.56% collaborative learning and evaluation of e-book EC 67.66%, because they show ourselves the absurdity not to develop this disciplinary field as soon as possible. 4. Among the outstanding limitations to solve, teacher training in design, with the possible risk of encouraging the use of digital instruments, a type of digital/ artificial socialization not without risks on the Net. 5. The results confirm that the e-book EC can provide to the educational community with a valuable instrument for the implementation of didactic units as a resource in the development of activities, because of collaborative learning and teaching as a guide provide significant achievements towards an optimal training in Media Education and development of Digital Literacy avoiding the mere instrumental use of ICT, for improving the understanding of information and the development of a critical attitude, making understandable its positive assessment because of being motivating and interesting by teachers and students’ families. 6. Families value as uncomplicated ebook EC tool and students had facilities to use digital devices at home.”