REUNI+D

University Network for Research and Educational Innovation

Author: REUNI+D Artículos

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Articles

Collaborative research in educational contexts: the case of the Gorgoritos teaching staff

The problems surrounding the low impact of educational research on practice have been with us for a long time and are linked to the dysfunctionality between the production, transfer and use of pedagogical knowledge (Feuer et al., 2002). Minimizing this distance between the research that we do at the University and the practice that is developed in educational contexts has been a constant concern for the research group ICUFOP (Ocaña et al., 2023). With this purpose, almost two decades ago we initiated an educational innovation project linked to musical practices in early childhood education in which research was a cornerstone. Over time, the findings of this research became the starting point for the creation of the spin-off Gorgoritos, which understands music as an indispensable resource for the physical, cognitive, social and emotional development of the person and which has been recognized by the University of Granada as a model of transfer in education.

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Platforming families: an intergenerational study about digital transformations in families’ everyday life

The project Platforming Families: Tracing digital transformations in everyday life across generations (PlatFAMs) seeks to critically analyse digital life in homes, researching how different generations use digital resources and platforms in their daily lives. In doing so, it aims to generate new knowledge and offer recommendations regarding the use of digital technologies and their possible repercussions in regard to the needs, rights, protection, and digital participation of families.

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For an education for repopulation

At present, the need to reflect on the phenomenon of “Empty Spain” has been awakened, or what is the same, the urgent need to stop the process of rural-urban emigration, which since the late nineteenth century with more notoriety, has been occurring to this day. Proof of this is the inauguration of the Ministry of Ecological Transition and the Demographic Challenge (2019), whose objectives in this second mission are defined from this prism, which states that ‘The sustainability of our Welfare State requires facing the challenges of population dynamics, which can put at risk social cohesion, territorial structuring and our model of coexistence. The Demographic Challenge is a fundamental dimension of social and territorial cohesion in our country, and one of the priority axes in the pending reform agenda (…). The European Green Pact must guide investments towards a fully decarbonized and climate change resilient economy by 2050.

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«Futures Studies» in Education. A multidisciplinary method for prospective studies in Educational Technology

The relationship between education and the future is unquestionable. Educational objectives are projected in a temporal perspective, executing strategies that catalyse the individual, social and professional development of individuals. From this point of view, «Futures Studies», as a prospective discipline, play an essential role in the educational field by providing theoretical and methodological tools that allow projecting expectations, anticipating effects and encouraging critical reflection in the educational process (Miller et al., 2018).

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Teaching with all students in mind. The Universal Design for Learning model

The 2030 Agenda has given rise to a great consensus on the importance of adopting or advancing quality education and that, for this to be the case, it must be inclusive, guaranteeing equal opportunities for all people.
In this process, teachers and centers emerge with a leading role to achieve it from their strategic position, since they are the direct agents. They are the ones who put into practice the actions that allow educational environments to change, to make a reality the access of all students to the teaching contexts and processes that satisfy the needs of each and every one of them.

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Digital writing and education: m-learning

This work analyzes the educational potential of m-learning or learning supported by digital devices, such as smartphones, tablets and laptops. Its main advantages are permanent connectivity, mobility with Internet access anywhere (ubiquity), and interaction of different types with touch screens and educational and creative applications. Digital writing is a consequence of the use of these devices. Here, arguments are provided for the debate on the position of teachers and educational institutions regarding the presence of these tools in classrooms.

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Assistive Technologies in teaching as an inclusive challenge

The WHO indicates that more than 1 billion people need Assistive Technologies (AT) and by 2030 there will be 2 billion. Among these technologies, 50 stand out as priority technologies that should be included and available in all social service settings (WHO, 2016) and public services such as schools. Given this, it is worth asking ourselves, are we prepared to develop an inclusive technological organization within schools in an adequate proposal? Can we do it, or at least, define the necessary structural parameters? European observatories point out that we are far away from a deep application of ICT in classrooms and far away from a complete inclusion (European Commission, 2019; European Agency for Special Needs and Inclusive Education, 2023).

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Building global citizenship in the age of digital capitalism

In the complex and increasingly interconnected world we live in today, a world facing an unprecedented eco-social crisis, there is no escaping the need to build global citizenship. Against this backdrop, Global Citizenship Education (GCED) has become an essential field of study and intervention encompassing a wide range of practices that, over time, have given rise to a multiplicity of meanings and debates.

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Re-situate and transit the transformation of university praxis from the visual narrative enquiry

Our research group has been promoting various initiatives in the sphere of lifelong learning for teachers to develop collaboration between different agents and contribute to rethinking the actions that commit the university to educational and social transformation (Giroux et al., 2022).
In this area of work, we have been developing a research process to re-situate our university praxis by exploring the decolonial turn through the recreation of our classroom experiences. We aim to be able to generate and consolidate a collaborative scenario to share our reflections on the work of community teachers along a path that is open to the possible, in which the different ways of relating the educational experience can converge, mediating the establishment of relationships and the meanings generated about our practice. In parallel, we arbitrate reflection on the strategies promoted to enhance the professional development of the participants, analysing the findings and difficulties of the research process itself.

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Promoting Data Literacy in the University Environment: Training Experiences with Undergraduate Students

En today’s data-driven society, data must be seen as an essential resource in the teaching-learning process and, to this end, university teachers must be able to identify, visualise, analyse and evaluate data sets.
Data literacy is understood as a person’s ability to read and understand the meaning of data, which contributes to any citizen being able to make decisions that affect their professional work and/or daily life, based on data (Martín, & Iglesias, 2022). For this reason, this literacy -together with others such as information and digital literacy- should be present at all educational levels and, in particular, in university education. Similarly, it is important to highlight that data literacy and education are not only limited to technical skills for working with data, but also include an understanding of ethics and privacy in the use of data (Correa, Losada, & Gutiérrez-Cabello, 2021).