Protección de datos y uso ético de la tecnología para una didáctica sostenible
Supporting Agencies
- Este trabajo se ha elaborado en el marco del Proyecto I D I titulado: “Gamificación y aprendizaje ubicuo en Educación Primaria. Elaboración de un mapa de competencias y recursos docentes, discentes y parentales (GAUBI)” (RTI2018-099764-B-100) (MICINN /FEDER), financiado por el Fondo Europeo de Desarrollo Regional (FEDER) y Ministerio de Ciencia, Innovación y Universidades de España.
Abstract
This article presents an investigation that analyzes teachers' knowledge of data protection procedures and ethical and responsible use of technology within the parameters established by the European Union for the sustainable use of technology in Education. The study has been approached from a double quantitative and qualitative approach that aims to assess the knowledge and the importance that teachers give to data protection procedures, copyright, the ethical and safe use of digital devices in the processes of teaching-learning and the importance of teacher training in these four previous dimensions. The results show that training is the only determining variable to promote sustainable teaching. Likewise, among other relevant aspects, the teachers consider that they do not have sufficient knowledge of the protocols and regulations for the use of digital devices and programs to guarantee data protection and the rights of minors in digital environments. In this sense, it is also considered that the unsustainable use of digital devices can cause different psycho-emotional damages in students that should be worked on transversally in the different school subjects to promote its prevention.
Downloads
References
Afifi, T. D., Zamanzadeh, N., Harrison, K., & Acevedo Callejas, M. (2018). WIRED: The impact of media and technology use on stress (cortisol) and inflammation (interleukin IL-6) in fast paced families. Computers in Human Behavior, 81, 265-273. https://doi.org/10.1016/j.chb.2017.12.010
Bellissimo, N., Pencharz, P. B, Thomas, S. G, & Anderson, G. H. (2007). Effect of television viewing at mealtime on food intake after a glucose preload in boys. Pediatric Research, 61(6), 745-9. http://dx.doi.org/10.1203/pdr.0b013e3180536591.
Bergström, A. (2015). Online privacy concerns: A Broad approach to understanding the concerns of different groups for different uses. Computers in Human Behavior, 53, 419–426.
Blei, D.M., Andrew, Y.Hg., & Jordan, M.I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research, 3, 993-1022.
BOE (2020). Resolución de 2 de julio de 2020, de la Dirección General de Evaluación y Cooperación Territorial, por la que se publica el Acuerdo de la Conferencia Sectorial de Educación sobre el marco de referencia de la competencia digital docente.
Bruni, E., Tran, N. K., & Baroni, M. (2014). Multimodal distributional semantics. Journal of Artificial Intelligence Research, 49, 1-47. https://doi.org/10.1613/jair.4135
Budan, I. A., & Graeme, H. (2006). Evaluating WordNet-based measures of semantic distance. Computational Linguistics, 32(1), 13-47. https://doi.org/10.1162/coli.2006.32.1.13
Bullinaria, J. A., & Levy, J. P. (2012). Extracting semantic representations from word cooccurrence statistics: stop-lists, stemming and SVD. Behavior Research Methods, 44, 890-907. https://doi.org/10.3758/s13428-011-0183-8
Campr, M., & Jezek, K. (2013). Topic Models for Comparative Summarization. En Ivan Habernal y Václav Matousek (eds), Text, Speech, and Dialogue (pp. 568-574). Springer.
Ciccarelli, M., Chen, J., Vaz, S., Cordier, R., & Falkmer, T. (2015). Managing children's postural risk when using mobile technology at home: Challenges and strategies. Applied Ergonomics, 51, 189-198.http://dx.doi.org/10.1016/J.APERGO.2015.04.003.
Common Sense. (2018). How can teachers and students better protect their online privacy? Retrieved from https:// www.commonsense.org/education/teaching-strategies/protect-your-students-data-and-privacy
Consejo de Europa (1950). Convenio Europeo de Derechos Humanos. Tribunal Europeo de Derechos Humanos Council of Europe.
Constitución Española (1978). Boletín Oficial del Estado, 29 de diciembre de 1978, núm. 311, pp. 29313 a 29424.
Crespo Ramos, S., Vázquez-Cano, E., & López-Meneses, E. (2022). Impact of family communication on Spanish adolescents’ dysfunctional behaviour on social networks. Journal of Aggression, Maltreatment & Trauma. https://doi.org/10.1080/10926771.2022.2043974
Crowley, S. J, Cain, S. W, Burns, A. C, Acebo, C., & Carskadon, M. A. (2015). Increased Sensitivity of the Circadian System to Light in Early/MidPuberty. The Journal of Clinical Endocrinology & Metabolism, 100(11), 4067-4073, http://dx.doi.org/10.1210/jc.2015-2775.
De Wolf, R., Willaert, K. & Pierson, J. (2014). Managing privacy boundaries to gether: Exploring individual and group privacy management strategies in Facebook. Computers in Human Behavior, 35, 444-454
Desmurget, M. (2020). La fábrica de cretinos digitales. Península.
European Data Protection Supervisor (2020). Rights of the Individual. Retrieved from https://edps.europa. eu/data-protection/our-work/subjects/rights-individual_en
Feng, Y., Bagheri, E., Ensan, F., & Jovanovic, J. (2017). The state of the art in semantic relatedness: a framework for comparison. Knowledge Engineering Review, 32, https://doi.org/10.1017/S0269888917000029
Figueiro, M., & Overington, D. (2016). Self-luminous devices and melatonin suppression in adolescents. Lighting Research & Technology, 48(8), 966-975, http://dx.doi.org/10.1177/1477153515584979.
Fowler, J., & Noyes, J. (2017). A study of the health implications of mobile phone use in 8- 14s. DYNA, 84, 228-233, http://dx.doi.org/10.15446/dyna.v84n200.62156.
Gao, Z., Chen, S., Pasco, D., & Pope, Z. (2015). A meta-analysis of active video games on health outcomes among children and adolescents. Obesity Reviews, 16(9), 783-94, http://dx.doi.org/10.1111/obr.12287.
Gebremariam, M. K., Bergh, I. H., Andersen, L. F., Ommundsen, Y., Totland, T. H., Bjelland, M., Grydeland, M., & Lien, N. (2013). Are screen-based sedentary behaviors longitudinally associated with dietary behaviors and leisure-time physical activity in the transition into adolescence?. International Journal of Behavioral Nutrition, 10(9), http://dx.doi.org/10.1186/1479- 5868-10-9.
Gneiting, T., & Schlather, M. (2004). Stochastic Models Which Separate Fractal Dimension and Hurst Effect. Cornell University Library. SIAM Review, 46, 269-282. https://doi.org/10.1137/S0036144501394387
Han, C., Reyes, I., Elazari Bar On, A., Reardon,J., Feal, A., Bamberger, K.A., Egelman, S., & Vallina-Rodriguez. N. (2019). Do You Get What You Pay For? Comparing The Privacy Behaviors of Free vs. Paid Apps. The Workshop on Technology and Consumer Protection (ConPro ’19).
Harris, C., Straker, L., Pollock, C., & Smith, A. (2015). Children, computer exposure and musculoskeletal outcomes: the development of pathway models for school and home computer-related musculoskeletal outcomes. Ergonomics, 58(10), 1611-1623., http://dx.doi.org/10.1080/00140139.2015.1035762.
Huang, R.H., Liu, D.J., Zhu, L.X., Chen, H.Y., Yang, J.F., Tlili, A., Fang, H.G., Wang, S.F. (2020). Personal Data and Privacy Protection in Online Learning: Guidance for Students, Teachers and Parents. Smart Learning Institute of Beijing Normal University.
Januszewski, A., & Molenda, M. (Eds.). (2007). Educational technology: A definition with commentary. Routledge.
Jones, M., & Mewhort, D. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114(1), 1-37. https://doi.org/10.1037/0033-295X.114.1.1
Kowalski, P. (2017). If You Want Personalized Learning, Don’t Forget about Data. https://dataqualitycampaign.org/want-personalized-learning-dont-forget-data/
Landis, J. R. y Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Ley Orgánica 3/2018, de 5 de diciembre, de Protección de Datos Personales y garantía de los derechos digitales (BOE núm. 294, de 6 de diciembre de 2018).
López-Meneses, E., Vázquez-Cano, E., González-Zamar, M. D., & Abad-Segura, E. (2020). Socioeconomic Effects in Cyberbullying: Global Research Trends in the Educational Context. International Journal of Environmental Research and Public Health, 17, 4369. doi: 10.3390/ijerph17124369
Morin-Major, J. K., Marin, M. F., Durand, N., Wan, N., Juster, R. P., & Lupien, S. J. (2016). Facebook behaviors associated with diurnal cortisol in adolescents: Is befriending stressful? Psychoneuroendocrinology, 63, 238-246. http://dx.doi.org/10.1016/j.psyneuen.2015.10.005.
Newman, M.E.J. (2004). Analysis of weighted networks. Physical review, E 70, 056131. https://doi.org/10.1103/PhysRevE.70.056131
OCDE (2019). Impacts of technology use on children: exploring. literature on the brain, cognition and well-being. OECD Education Working Paper No. 195. EDU/WKP(2019) 3.
O'Dwyer, L. M., & Bernauer, J. A. (2013). Quantitative research for the qualitative researcher. SAGE.
Parsons, T.D. (2021). Ethics and educational technologies. Educational Technology Research and Development, 69, 335-338. https://doi.org/10.1007/s11423-020-09846-6
Recommendation CM/Rec (2018). 7 of the Committee of Ministers to member States on Guidelines to respect, protect and fulfil the rights of the child in the digital environment.
Reglamento (UE) 2016/679 del Parlamento Europeo y del Consejo de 27 de abril de 2016 relativo a la protección de las personas físicas en lo que respecta al tratamiento de datos personales y a la libre circulación de estos datos y por el que se deroga la Directiva 95/46/CE (Reglamento general de protección de datos).
Reyes, I., Wijesekera, P., Reardon, J, Elazarir Bar On, A., Razaghpanah, A., Vallina-Rodríguez, N. & Egelman, S. (2018). Won´t Somebody Thing of the Children? Examining COPPA Compliance at Scale. Proceedings on Privacy Engancing Technologies, 3, 63-83.
UNICEF (2017). Niños en un .mundo digital. División de Comunicaciones de UNICEF. https://www.unicef.org/media/48611/file
Vázquez-Cano, E. (2021). Artificial intelligence and education: A pedagogical challenge for the 21st century. Educational Process: International Journal, 10(3), 7-12.
Vázquez-Cano, E. (2021). Medios, Recursos Didácticos y Tecnología Educativa. UNED
Vázquez-Cano, E., & Sevillano, M.ª L. (2021). Gamificación en el aula. McGrawHill.
Vázquez-Cano, E., Gómez-Galán, J., Infante-Moro, A., López-Meneses, E. (2020). Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa. Sustainability, 12(2), 749. https://doi.org/10.3390/su12020749
Vázquez-Cano, E., Parra-González, M.ª E., Segura-Robles, A., & López-Meneses, E. (2022). The negative effects of technology on education: a bibliometric and topic modeling mapping analysis (2008-2019). International Journal of Instruction, 15(2), 37-60.
Willis, J. E., Slade, S., & Prinsloo, P. (2016). Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective. Educational Technology Research and Development, 64(5), 881–901.
Woo, E., White, P., & Lai, C. (2016). Impact of information and communication technology on child health. Journal of Paediatrics and Child Health, 52(6), 590-594, http://dx.doi.org/10.1111/jpc.13181.
World Health Organization (2015). Public health implications of excessive use of the internet, computers, smartphones and similar electronic devices: meeting report. Foundation for Promotion of Cancer Research, National Cancer Research Centre.
Yılmaz, R., Karaoğlan-Yılmaz, F. G., Öztürk, H. T., & Karademir, T. (2017). Examining secondary school students’ safe computer and internet usage awareness: An example from Bartın province. Pegem Journal of Education and Training, 7(1), 83-114. http://dx.doi.org/10.14527/pegegog.2017.004
Los artículos que se publican en esta revista están sujetos a los siguientes términos:
1. El Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Murcia (España), junto con el Servicio de Publicaciones de la Universitdad de Murcia (Editum) son los editores de la revista REIFOP y conserva los derechos patrimoniales (copyright) de los artículos publicados, permitiendo la reutilización de las mismos bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editores y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
