Disrupción Pedagógica en Educación Secundaria a través del uso analógico de Instagram#Instamitos, un estudio de caso

  1. Montes-Rodríguez, Ramón 1
  2. Fernández-Martín, Ana 2
  3. Massó-Guijarro, Belén 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Junta de Andalucía
    info

    Junta de Andalucía

    Sevilla, España

    ROR https://ror.org/01jem9c82

Journal:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Year of publication: 2021

Volume: 32

Issue: 3

Pages: 427-438

Type: Article

DOI: 10.5209/RCED.70399 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Metrics

Cited by

  • Dialnet Métricas Cited by: 4 (18-02-2024)
  • Dimensions Cited by: 5 (18-12-2023)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.517
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 484/1441

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.450
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 23/235

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.6
  • Area: Education Percentile: 69

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.63
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 387/743

Dimensions

(Data updated as of 18-12-2023)
  • Total citations: 5
  • Recent citations (2 years): 5
  • Field Citation Ratio (FCR): 6.08

Abstract

This text studies an educational proposal that used Instagram in an analogical way in Secondary Education Spanish Language and Literature. The purpose was to learn from the voices of its own participants how the innovative educational experience is developed, what are the limitations and possibilities of the Secondary Education stage to carry it out and in what ways the students learned, participated and dialogued in it. A case study was conducted in which data was collected over three months in an Andalusian school for At-risk students through observation, group interviews and shared field notebooks. The conclusions show that the proposal was disruptive without necessarily being technological, that the processes of collaborative or shared reading allowed the educational act to be converted into full social experiences and that linking educational practice to a research process helped to overcome certain limitations that usually exist at this stage.

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