Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria

  1. María-Carmen Ricoy 1
  2. Cristina Sánchez-Martínez 1
  3. Tiberio Feliz-Murias 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Ano de publicación: 2019

Título do exemplar: "Fak news" y educación

Volume: 31

Número: 2

Páxinas: 310-325

Tipo: Artigo

DOI: 10.1080/11356405.2019.1603891 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Culture and Education, Cultura y Educación

Resumo

The press is often attributed with little credibility, and the recent phenomenon of fake news has put it under the spotlight once again. As a result, the objective of this study is to discover the margin of the veracity versus falsehood of the news reports on tablets in primary education published in digital newspapers. This qualitative study has been developed on the basis of an analysis of 120 news items in Spanish newspapers. The conclusions show that news items on the topic correspond with reality and can be considered credible since they are in line with results provided in the scientific literature. Nevertheless, and in accordance with this type of publication, the treatment of the topic in these news items is superficial, even though they usually dedicate a full page to it. When discussing benefits and controversial points, both newspaper articles and scientific studies highlight the immediacy offered by tablets and the motivation generated in students. At the same time, their use is also linked with harmful effects associated with technopathologies.

€ Ver financiamento

Información de financiamento

We would like to thank the Ministry of Education, Culture and Sport for their support (Ref. FPU 15/00091) towards the development of a doctoral thesis on the use of tablets by primary education students. / Aprovechamos para manifestar el agradecimiento al Ministerio de Educación, Cultura y Deporte por su contribución (Ref. FPU 15/00091) para la realización de una Tesis Doctoral sobre el uso de la tableta por el alumnado de Educación Primaria.

Financiadores

Referencias bibliográficas

  • Aguaded, I., Marín-Gutiérrez, I., & Díaz-Parejo, E. (2015). Media literacy between primary and secondary students in Andalusia (Spain). Ried-Revista Iberoamericana de Educación a Distancia, 18(2), 275–298.
  • Alemanno, A. (2018). Editorial: How to counter fake news? A taxonomy of anti-fake news approaches. European Journal of Risk Regulation, 9, 1–5.
  • Amigo, B., Osorio, F., & Bravo, M. (2017). Mobile communication technologies and ontological security. Convergencia Revista de Ciencias Sociales, 74, 39–61.
  • Brites, M. J. (Coord.) (2017). Digital literacy and education: Country reports. Retrieved from https://www.is1401eln.eu/en/gca/index.php?id=149
  • Caldera-Serrano, J., & León, J. A. (2014). Los archivos fotográficos de las agencias como fuentes de información para las televisiones españolas. MÉI: Métodos de Información, 5, 263–269.
  • Carr, N. (2011). Superficiales. ¿Qué está haciendo internet con nuestras mentes? Madrid: Taurus.
  • Castillo, C., Cruces, L., & Guerra, A. (2016). La veracidad de la información expuesta en las redes sociales. Revista Educación y Tecnología, 8, 26–40.
  • Center for Internet Studies and Digital Life. (2014). Reuters institute digital news report. España. Retrieved from http://www.unav.edu/documents/3786985/0/Reuters-Institute-Digital-News-Report-2014-Espana.pdf
  • Cortés, S., Méndez, L., & Lacasa, P. (2016). Ipads, Apps y redes sociales. Construyendo narrativas multimodales en las aulas. Digital Education Review, 30, 53–75.
  • Creswell, J. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Doménech, H. (2013). La manipulación de la imagen informativa. Retos y oportunidades para el fotoperiodismo en el contexto digital. Sphera Publica, 2, 106–123.
  • Eembi, N., Ishak, I. B., Sidi, F., Affendey, L., & Mamat, A. (2015). A systematic review on the profiling of digital news portal for big data veracity. Procedia Computer Science, 72, 390–397.
  • Figueira, A., & Olvieria, L. (2017). The current state of fake news: Challenges and opportunities. Procedia Computer Science, 121, 817–825.
  • González-Fernández, N., Salcines-Talledo, I., & Maraver-López, P. (2016). Spanish parents’ perception of family media literacy. Cultura y Educación, 28, 468–499.
  • Habler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32, 139–156.
  • Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers‘ ICT integration proficiency over time. Computers & Education, 111, 18–30.
  • Kim, H. J., & Jang, H. Y. (2015). Factors influencing students’ beliefs about the future in the context of tablet-based interactive classrooms. Computers & Education, 89, 1–15.
  • Lewis, S. C., & Westlund, O. (2014). Actors, actants, audiences, and activities in cross-media news Work: A Matrix and a research agenda. Digital Journalism, 3(1), 19–37.
  • Lucas, C., Couto, M. J., & Perea, M. (2017). Digital literacy and education: Spain. Retrieved from https://www.is1401eln.eu/fotos/editor2/imagens/spain_report.pdf
  • Maldonado, N., & Morgan, H. (2010). Technology in the classroom: Using handheld wireless technologies in school, advantageous or disadvantageous? Childhood Education, 87, 139–142.
  • Méndez, D., & Sota, J. (2017). La influencia del uso del tablet en la motivación en ciencias de los alumnos de Primaria. Enseñanza de las Ciencias, Núm. Extra, 975–980.
  • Metila, R. (2013). A discourse analysis of new headlines: Diverse famings for a hostage-taking event. Asian Journal of Social Sciences & Humanities, 2(2), 71–78.
  • Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14, 1–12.
  • Sadati, Z., & Ghaemmaghami, S. (2017). Media and children (with an emphasize on the importance of press). Modern Journal of Language Teaching Methods, 7(6), 21–32.
  • Sáez-López, J. M., & Rodríguez-Torres, J. (2016). Reviews of educational policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spain. Digital Education Review, 29, 86–109.
  • Scherer, R., & Hatlevik, O. (2017). ‘Sore eyes and distracted’ or ‘excited and confident’? The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education, 115, 188–200.
  • Scolari, C., Aguado-Terrón, J. M., & Feijóo-González, C. (2012). Mobile media: Towards a definition and taxonomy of contents and application. International Journal of Interactive Mobile Technologies, 6(2), 29–38.
  • Shine, K. (2017). ‘Everything is negative’: Schoolteachers’ perceptions of news coverage of education. Journalism, 4, 1–16.
  • Torrecillas-Lacave, T., Vázquez-Barrio, T., & Monteagudo-Barandalla, L. (2017). Percepción de los padres sobre el empoderamiento digital de las familias en hogares hiperconectados. El Profesional de la Información, 26, 97–104.
  • Torres, L., Ojeda, J., Monguet, J., & González, H. (2011). PLEs desde la etnografía virtual de la web social. Digital Education Review, 20, 37–49. Retrieved from http://greav.ub.edu/der
  • Tuzel, S., & Hobbs, R. (2017). El uso de las redes sociales y la cultura popular para una mejor comprensión intercultural. Comunicar, 51, 63–72.
  • Uárez-Villegas, J. C. (2017). El periodismo ciudadano. Análisis de opiniones de periodistas profesionales de España, Italia y Bélgica. Convergencia Revista de Ciencias Sociales, 74, 91–111.
  • Van-Hove, S., Vanderhoven, E., & Cornillie, F. (2017). La tablet para el aprendizaje de vocabulario en segundas lenguas: Teclado, lápiz digital u opción múltiple. Comunicar, 25(50), 53–63.
  • Vara-Miguel, A., Negredo, S., & Amoedo, A. (2017). Noticias en manos de la audiencia. Digital news report.es 2017 Center for internet studies and digital life. Navarra: Universidad de Navarra. Retrieved from http://www.digitalnewsreport.es/
  • Vargo, C., Guo, L., & Amazeen, M. (2017). The agenda-setting power of fake news: A big data analysis of the online media landscape from 2014–2016. New Media & Society, 20, 2028–2049.
  • Vizuete, J., Murillo, F., & Marcet, J. (2016). El déficit de especialización en las noticias sobre seguridad alimentaria en la prensa vasca: Análisis de la autoría de los textos y de las fuentes en los textos publicados a lo largo de 2014. In A. Nogales (Ed.), Experiencias de análisis del discurso periodístico. Metodologías propuestas y estudios de caso (pp. 107–138). Sevilla: Egregius Ediciones.
Fonte de datos: Dialnet