Education Research III: ITC Tools in the Research Process
Code: 43200 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4313815 Research in Education | OB | 0 |
Contact
- Name:
- Lluis Albarracin Gordo
- Email:
- lluis.albarracin@uab.cat
Teachers
- María Lourdes Martínez Mínguez
- Angelina Sanchez Marti
- Ingrid Noguera Fructuoso
- Lluis Albarracin Gordo
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
No
Objectives and Contextualisation
This unit focuses on the possibilities and limitations of ICT (Information and Communications Technology) in the service of educational research.
Learning Outcomes
- CA06 (Competence) Adopt criteria of methodological quality for data analysis with ICT tools.
- KA06 (Knowledge) Understand how methodological paradigms and designs condition data types and analysis.
- SA05 (Skill) Analyse different types of data depending on their nature using ICT tools.
- SA06 (Skill) Report a research study by selecting the most appropriate format and level for the recipients (report, article, contribution to congresses, case study, poster, video, etc.).
Content
- Information management and literacy: databases, search engines, bibliographic managers, etc.
- Data analysis: textual, visual, quantitative, qualitative, mixed methods (SPSS, Nvivo, Atlas-Ti, MaxQDA ...).
- Dissemination and popularization of science: research portals, digital magazines.
- Research Report and communication of research results.
- Writing scientific papers.
- Communication of research results and implications for practice. Hearings and protocols.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom practice: solving problems/cases/exercises. | 30 | 1.2 | |
| Lectures by the teacher | 20 | 0.8 | |
| Type: Supervised | |||
| Analysis and discussion of articles and documentary sources | 40 | 1.6 | |
| Tutorials | 30 | 1.2 | |
| Type: Autonomous | |||
| Reading articles and documentaries, case studies and information literacy | 30 | 1.2 |
TEACHING METHODOLOGY AND TRAINING ACTIVITIES:
- Lectures by the teacher.
- Reading articles and documentaries.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.
Guided activities
- Lectures by the teacher.
- Classroom practice: solving problems/cases/exercises.
Supervised activities
- Tutorials.
- Analysis and discussion of articles and documentary sources.
Individual activities
- Reading articles and documentaries, case studies and information literacy.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Activities during the development of the module and research evaluation MIII | 30% | 0 | 0 | CA06, KA06, SA05, SA06 |
| Attendance and participation in all sessions | 20% | 0 | 0 | CA06, KA06, SA05 |
| Report/individual work of MIII | 50% | 0 | 0 | CA06, KA06, SA05, SA06 |
ASSESSMENT
- Attendance and participation in all sessions
- Activities during the development of the module
- Report/individual work of the module
Assessment will be done through these activities. The delivery date of the module development activities will be agreed with the teachers of each group. The date of handing in the report of the individual work will be May 20, 2024. The grade of the final work may be recovered only if it has been delivered in the first call and the specific instructions for improving the work are followed for each student.
The final grade is the weighted average of the planned activities. In order to apply this criterion, you must obtain at least the grade of 4, out of 10, on all the activities, performed during the development of the report.
Class attendance is absolutely mandatory. To obtain a positive final evaluation, you must have attended a minimum of 80% of the classes.
Plagiarism will imply failure in evaluation and will be communicated to the coordination of the master.
The review of the tests will be performed individually.
Assessment activities
- Class attendance and participation in discussions.
- Report/individual work module.
SINGLE EVALUATION
It consists in the delivery of all the evaluative activities the week after the last scheduled day of the module sessions, May 20, 2024. For these students, the same conditions apply regarding class attendance, which is mandatory and in order to obtain a positive final assessment, the student must have attended a minimum of 80% of the classes.
Bibliography
Main references:
Albarracín, L. (2021). Large number estimation as a vehicle to promote mathematical modeling. Early Childhood Education Journal, 49(4), 681-691.
Bazeley, P., & Jackson, K. (Eds.). (2013). Qualitative data analysis with NVivo. Sage.
Biglia, B., Donoso, T., Jiménez, E., Luxan, M., & Vilà, R. (2009). Què ens oculta el vel estadístic? Reflexió feminista entorn al disseny i l'explotació de les fonts de dades socials. Seminario Interdisciplinar de Metodología de Investigación Feminista. http://diposit.ub.edu/dspace/handle/2445/10422
Blasco Mira, J. E. & Mengual Andrés, S. (2010). Análisis de datos cualitativos asistido por ordenador en Ciencias de la Educación. En Roig Vila, R. & Fioruci, M. (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las Tecnologías de la Información y la Comunicación y la Interculturalidad en las aulas. Strumenti di ricerca per l’innovazione e la qualità in ambito educativo. Le Tecnologie dell’Informazione e della Comunicazione e l’Interculturalità nella scuola (pp. 71-84). Alcoy - Roma: Marfil - TRE Universita degli studi.
Brunet-Biarnes, M. & Albarracín, L. (2024). Exploring the negotiation processes when developing a mathematical model to solve a Fermi problem in groups. Mathematics Education Research Journal, 36(1), 177-198.
Cohen, L., Manion, I., Morrison, K. (2000). Research Methods in Education (5th edition). London and New York: Routledge, Falmer, pp 73-91.
Delgado, C. (2014). Viajando a Ítaca por mares cuantitativos: manual de ruta para investigar en grado y postgrado. Amarú.
Field, A. (2019). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll). SAGE Publications.
Flick, U. (2014). La gestión de la calidad en Investigación Cualitativa. Morata.
Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa. Morata.
Goss-Sampson, M. (2020). Statistical analysis inJASP: A guide forstudents. JASP. https://doi.org/10.6084/m9.figshare.9980744
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.
Martínez-Garrido, C., & Murillo-Torrecilla, F. J. (2012). Análisis de datos cuantitativos con SPSS en investigación socioeducativa. UAM.
Pallant, J. (2020). SPSS Survival Manual: a step by step guide to data analysis using IBM SPSS. Routledge.
Pérez, R., García, J. L., Gil, J. A., & Galán, A. (2009). Estadística aplicada a la educación. Pearson.
PSPP (2019). PSPP Users’ Guide. Statistical Analysis Software. http://www.gnu.org/software/pspp/manual/pspp.pdf
Rapley, T. (2014). Los análisis de conversación, de discurso y de documentos en Investigación Cualitativa. Morata.
Ravitch, S.M.& Mittenfelner, N. (2016). Qualitative Research: Bridging the Conceptual, Theoretical and Methodological. LA: Sage Publishing.
Revuelta, F.I. & Sánchez, M.C. (2012). Programas de análisis cualitativo para la investigación en espacios virtuales de formación. http://campus.usal.es/~teoriaeducacion/rev_numero_04/n4_art_revuelta_sanchez.htm
Silver, C., & Lewins, A. (2014). Using software in qualitative research: A step-by-step guide. Sage.
Woods, M., Paulus, T., Atkins, D. P., & Macklin, R. (2016). Advancing qualitative research using qualitative data analysis software (QDAS)? Reviewing potential versus practice in published studies using ATLAS. ti and NVivo, 1994–2013. Social Science Computer Review, 34(5), 597-617.
Other references:
CABERO, J., BARROSO, J., AND LLORENTE, MC. (2010) El diseño de Entornos Personales de Aprendizaje y la formación de profesores en TIC. In: Digital Education Review, 18, 27-37. [Accessed: 14/01/2013] Retrieved from: http://greav.ub.edu/der
CANALS R. (2007). La argumentación en el aprendizaje del conocimiento social. Enseñanza de las Ciencias Sociales. Revista de Investigación, 6, 49-60.
CLERICI, C. (2013): Lectura y escritura de textos académicos y científicos. Accés web: https://www.academia.edu/3218131/Lectura_y_escritura_de_textos_acad%C3%A9micos_y_cient%C3%ADficos
FORTANET, I. (coordinadora), 2002. Cómo escribir un artículo de investigación en inglés. Alianza Editorial, 218 p.
GARCÍA ÁLVAREZ DE TOLEDO, J. Y FERNÁNDEZ SÁNCHEZ, R. (2011). Difusión y divulgación científica en Internet. Asturias: Gobierno Principado de Asturias. Accés web: http://ria.asturias.es/RIA/bitstream/123456789/1661/1/Difusion-y-divulgacion-cientifica-en-Internet.pdf
HERNÁNDEZ, R.; FERNÁNDEZ, C.; BAPTISTA, P. (2003). Metodología de la investigación. 3ª ed. Méjico, D.F.: McGraw-Hill
HERNANDEZ, R.; FERNÁNDEZ, C.; BAPTISTA, P. (2007). Fundamentos de metodología de la investigación. Madrid. McGraw-Hill
JARIOT, M. y RODRÍGUEZ PARRÓN, M. (2007). La formación por competencias profesionales. Evaluación ymejora de las competencias del profesor de formación vial desde un modelo de cambio de actitudes. Educación XX1, . 107-136.
JUSTE, R. et al. (2009). Estadística aplicada a laeducación. Madrid: Pearson
MACMILLAN, J. I SCHUMAQUER, S. (2005). Investigación educativa. 5a. Ed. Madrid: Pearson.
Manual de usuario Refwoks. Document electrònic: http://www.upo.es/biblioteca/export/sites/biblioteca/bib_digital/documentos/manual_refworks.pdf
MATEO, V.; SORIANO, M.; Y GODOY, C. (2009). Un estudio descriptivo sobre el acoso y violencia escolar en la educación obligatoria, Escritos de Psicología, Vol. 2, nº 2, pp. 43-51
PARDO, A.; RUIZ, M.A. (2005). Anàlisis de datos con SPSS 13. Madrid. Mc Graw Hill.
QUINTANA, J. Y HIGUERAS, E. (2007). Les Webquest, una metodologia d’aprenentatge cooperatiu basada en l’accés, el maneig i l’ús d’informació de la xarxa. Quaderns de docència universitària, no 11. ICE. Universitat de Barcelona. Accés web: http://diposit.ub.edu/dspace/bitstream/2445/1921/1/QDU_11.pdf
RIGO, A. & GENESCÀ, G. 2002. Cómo presentar una tesis y trabajos de investigación. Eumo-Octaedro, 157 p.
SAN MARTIN, D. (2014) Teoría fundamentada y Atlas ti: recursos metodológicos para la investigación educativa. Revista electrónica de Investigación Educativa, 16(1),104-122. http://redie.uabc.mx/vol16no1/contenido-sanmartin.html
SANTAMARÍA, F. (2008). Posibilidades pedagógicas: redes sociales y comunidades educativas. Telos: Cuadernos de comunicación e innovación, 76, 99-109.Accés web: http://sociedadinformacion.fundacion.telefonica.com/telos/articulocuaderno.asp@idarticulo%3D7&rev%3D76.htm
SIEMENS, G. & TITTENBERGER, P. (2009). Handbook of Emerging Technologies for Learning – HETL. Canada: University of Manitoba’s Learning Technologies Centre and Extended Education.
SLAFER, G. (2009). ¿Cómo escribir un artículo científico? Revista de Investigación en Educación, 6, pp.124-132.
Universidad Pedagógica Nacional (2009). Base de datos ERIC (Education Resources Information Center). Manual de uso. Document electrònic: http://biblioteca.ajusco.upn.mx/pdf/m.eric.pdf
VALLEJO, M.; ROJAS, C. Y FERNÁNDEZ CANO, A. (2002). Sesgos relativos al género en las políticas editoriales de revistas científicas españolas del campo de la educación [GenderBiases in Editorial Policy of SpaniardScientificJournals in the Field of theEducation]. RELIEVE. vol. 8, núm. 2.
SOFTWARE
IBM (2010). Manual del usuario del sistema básico de IBM SPSS Statistics 19. Document electrònic: http://www.szit.bme.hu/~kela/SPSSStatistics%20%28E%29/Documentation/Spanish/Manuals/IBM%20SPSS%2
Domínguez, Daniel; Beaulieu, Anne; Estalella, Adolfo; Gómez, Edgar; Schnettler, Bernt & Read, Rosie (2007). Etnografía virtual. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 8(3), http://nbn- resolving.de/urn:nbn:de:0114-fqs0703E19
Koch, Sabine C. & Zumbach, Jörg (2002). The Use of Video Analysis Software in Behavior Observation Research: Interaction Patterns in Task-oriented Small Groups. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(2), Art. 18; http://nbnresolving.de/urn:nbn:de:0114-fqs0202187
Muñoz, J. (2003). Análisis cualitativo de datos textuales con ATLAS/TI. Document electrònic: http://www.ugr.es/~textinfor/documentos/manualatlas.pdf
Laukkanen, Mauri (2012). Comparative Causal Mapping and CMAP3 Software in Qualitative Studies [59 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13(2), Art. 13, http://nbn- resolving.de/urn:nbn:de:0114-fqs1202133
Revuelta, F.I. y Sánchez, M.C. (2012). Programas de análisis cualitativo para la investigación en espacios virtuales de formación. Document electrònic: http://campus.usal.es/~teoriaeducacion/rev_numero_04/n4_art_revuelta_sanchez.htm
WEBSITES
http://www.atlasti.com/index.html
http://www.eval.org/Resources/QDA.asp (Qualitative Software. American Evaluation. Association).
http://www.refworks.com/
http://biblio.universia.es/catalogos-recursos/bases-datos/
http://biblio.universia.es/catalogos-recursos/metabuscadores/
http://biblio.universia.es/catalogos-recursos/revistas-digitales/
http://www.qsrinternational.com/other-languages_spanish.aspx
Software
Qualitative data analysis: Nvivo
Quantitative data analysis: Jasp; Jamovi
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAULm) Classroom practices (master) | 1 | Spanish | second semester | afternoon |
| (PAULm) Classroom practices (master) | 2 | Spanish | second semester | afternoon |