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

Sustainable development goals

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.

Bibliographic References

  • Acaso, M. (2018). Pedagogías invisibles: el espacio del aula como discurso. Los Libros de la Catarata.
  • Acaso, M., & Manzanera, P. (2015). Esto no es una clase. Investigando la educación disruptiva en los contextos educativos formales. Fundación Telefónica y Ariel.
  • Adell, J., & Castañeda, L. (2013). Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red. Marfil.
  • Angelidou, M. (2013). Mitos Griegos. Vicens Vives.
  • Bauman, Z. (2013). Liquid modernity. John Wiley & Sons.
  • Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544-559.
  • Bell, L.A., Adams, M., & Griffin, P. (2007). Teaching for diversity and social justice. Routledge.
  • Bingham, T., & Conner, M. (2015). The New Social Learning: Connect. Collaborate. Work. American Society for Training and Development.
  • Bower, J.L., & Christensen, C.M. (1995). Disruptive technologies: catching the wave. Hardvard Business Review. https://hbr.org/1995/01/disruptive-technologies-catching-the-wave
  • Boyd, d. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
  • Brooks, A., & Hesse-Biber, S. N. (2007). An invitation to feminist research. En Hesse-Biber, S.N., & Leavy, P.L. Feminist research practice, 1–24. https://dx.doi.org/10.4135/9781412984270.n1
  • Burbules, N.C. (2014). Los significados de “aprendizaje ubicuo”. Archivos Analíticos de Políticas Educativas, 22, 1–10. https://doi.org/10.14507/epaa.v22.1880
  • Cassany, D. (2012). La metamorfosis digital: cambios, ventajas y riesgos de leer y escribir en la red. En Goldin, D., Kriscautzky, M. & Perelman, F. (coords.) Las TIC en la escuela, nuevas herramientas para viejos y nuevos problemas (pp. 217–236). Océano.
  • Christensen, C.M., Raynor, M., & Mcdonald, R. (2016). The disruption debate:: Interaction. Harvard business review, 94(3), 2.
  • Christensen, C., Raynor, M., & McDonald, R. (2011). Disruptive innovation. Perseus LLC
  • Cobo, C. (2016). La Innovación Pendiente.: Reflexiones (y Provocaciones) sobre educación, tecnología y conocimiento. Penguin Random House.
  • Corea, C., & Lewkowicz, I. (2004). Pedagogía del aburrido: Escuelas destituidas, familias perplejas. Paidós.
  • Cutanda, G.A., & Murga-Menoyo, M.Á. (2014). Analysis of mythical-metaphorical narratives as a resource for education in the principles and values of sustainability. Journal of Teacher Education for Sustainability, 16(2), 18–38. https://doi.org/10.2478/jtes-2014-0009
  • Díaz, R., & Freire, J. (2012). Educación expandida. Zemos98.
  • Fernández Enguita, M. (2016). La educación en la encrucijada. Santillana.
  • Glaser, B.G., & Strauss, A.L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.
  • Groom, J., & Lamb, B. (2009). The un-education of the technologist. Universities and Knowledge Society Journal, 6(1). http://dx.doi.org/10.7238/rusc.v6i1.27
  • Hargreaves, I., & Hartley, J. (2016). The creative citizen unbound: How social media and DIY culture contribute to democracy, communities and the creative economy. Policy Press.
  • Hedberg, J., & Freebody, K. (2007). Towards a disruptive pedagogy: Classroom practices that combine interactive whiteboards with TLF digital content. University of Melbourne.
  • Innerarity, D. (2011). La democracia del conocimiento: Por una sociedad inteligente. Paidós.
  • Jenkins, H. (2010). Transmedia storytelling and entertainment: An annotated syllabus. Continuum, 24(6), 943–958. https://doi.org/10.1080/10304312.2010.510599
  • Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Journal of Educational Technology & Society, 21(1), 213–224.
  • Martín-Barbero, J. (2012). Ciudad educativa: de una sociedad con sistema educativo a una sociedad de saberes compartidos. En ZEMOS98 (coords.). Educación expandida. (pp. 103–129).
  • Martín-Barbero, J. (2015). Comunicación masiva: discurso y poder. Ediciones Ciespal.
  • Martínez Rodríguez, J.B. (2010). El currículum como espacio de participación. La democracia escolar ¿es posible? En Gimeno Sacristán, J. (ed.). Saberes e incertidumbres sobre el currículum (pp. 237-263). Morata.
  • Martínez Rodríguez, J.B., & Fernández Rodríguez, E. (2018). Ecologías del Aprendizaje. Educación Expandida en Contextos Múltiples. Morata.
  • Mata, J. (2016). Leer con otros. Aportaciones a la dimensión social de la lectura. RESED. Revista de Estudios Socioeducativos, 4, 16–26.
  • Maxwell, J.A. (2012). Qualitative research design: An interactive approach. Sage.
  • Merriam, S.B. (2007). Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. Jossey-Bass.
  • Moravec, J. (2013). Knowmad society. Education Futures LLC.
  • Morduchowicz, R., Marcon, A., Sylvestre, V., & Ballestrini, F. (2012). Los adolescentes y las redes sociales. FCE.
  • Quilty, A. (2017). Queer provocations! Exploring queerly informed disruptive pedagogies within feminist community-higher-education landscapes. Irish Educational Studies, 36(1), 107–123. https://doi.org/10.1080/03323315.2017.1289704
  • Race, T.M., & Makri, S. (2016). Accidental information discovery: Cultivating serendipity in the digital age. Elsevier.
  • Reig, D. (2012). Disonancia cognitiva y apropiación de las TIC. Telos, 90(1), 9–10.
  • San Pedro, T. (2018). Abby as Ally: An Argument for Culturally Disruptive Pedagogy. American Educational Research Journal, 55(6), 1193–1232. https://doi.org/10.3102%2F0002831218773488
  • Scolari, C.A. (2009). Transmedia storytelling: Implicit consumers, narrative worlds, and branding in contemporary media production. International Journal Of Communication, 3, 21.
  • Scolari, C.A. (2018). Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula. Research and Innovation Actions
  • Scolari, C.A., Masanet, M.J., Guerrero-Pico, M., & Establés, M.J. (2018). Transmedia literacy in the new media ecology: Teens’ transmedia skills and informal learning strategies. El Profesional de La Información, 27(4), 801-812. https://doi.org/10.3145/epi.2018.jul.09
  • Sefton-Green, J. (2012). Learning at not-school: A review of study, theory, and advocacy for education in non-formal settings. MIT Press.
  • Sefton-Green, J. (2013). Learning at not-school. Cambridge, MA: MIT Press.
  • Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning News, 10(1), 1–28.
  • Stake, R.E. (1995). The Art of Case Study Research. Sage.
  • Strauss, A., & Corbin, J.M. (1997). Grounded theory in practice. Sage.
  • Valero, A.L., Fernández, E.E., Muñoz, C.M., & Martínez, I.J. (2003). Cómo enseñar a través de los mitos. La Didáctica de la Lengua y la Literatura en una fábula alegórica. Didáctica (Lengua y Literatura), 15, 121–138.
  • Vratulis, V., Clarke, T., Hoban, G., & Erickson, G. (2011). Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation. Teaching and Teacher Education, 27(8), 1179–1188. https://doi.org/10.1016/j.tate.2011.06.004
  • Yin, R.K. (2009). Case Study Research: Design and Methods. SAGE.
Data source: Dialnet