JOTSE (Journal of Technology and Science Education)

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  Año 2024, Vol. 14, Número 1. Dedicado a: Emerging methodologies and technologies applied to university education

  • ARTICLE

    • Analysis of self-perceived digital competences in future educators: A study at the university of Granada

      Santiago Alonso-García, Juan José Victoria Maldonado, José Antonio Martínez Domingo, Blanca Berral Ortiz

      • Resumen
      • Texto completo

      págs. 4-15

      

    • Language as a hermeneutic approach to emerging methodologies and technologies in higher education

      María José Ibáñez Ayuso, Maria Helena Damião

      • Resumen
      • Texto completo

      págs. 16-30

      

    • Convergence between emerging technologies and active methodologies in the university

      Oscar M. Aparicio, Olga Lucia Ostos, Constanza Abadía García

      • Resumen
      • Texto completo

      págs. 31-44

      

    • Towards digital competence from the conception of students in language instruction: A study within the master's degree in teaching in Andalusia

      Hugo Heredia Ponce, Manuel Francisco Romero Oliva, Ester Trigo Ibáñez

      • Resumen
      • Texto completo

      págs. 45-60

      

    • Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia

      Diego de Sousa Mendes, Victor Manuel Amar Rodríguez

      • Resumen
      • Texto completo
      • Texto completo

      págs. 61-76

      

    • Vademecum of artificial intelligence tools applied to the teaching of languages

      Belén Mateos Blanco, Eva Álvarez Ramos, Leyre Alejaldre Biel, Milagrosa Parrado Collantes

      • Resumen
      • Texto completo

      págs. 77-94

      

    • Microcreativity with chat generative pre-trained transformer: Learnings in virtual space

      Lia Machado Fiuza Fialho, Vanusa Nascimento Sabino Neves, Karla Angelica Silva do Nascimento

      • Resumen
      • Texto completo

      págs. 95-108

      

    • Pre-service primary teachers' perceptions of gamification as a methodology

      Ernesto Colomo Magaña, Alejandro Colomo Magaña, Andrea Cívico Ariza, Lauren Marie Basgall

      • Resumen
      • Texto completo

      págs. 109-122

      

    • Unlocking English proficiency: Youtube's impact on speaking skills among indonesian university students

      Akhmad Habibi, Mailizar Mailizar, Lalu Nurul Yaqin, Turki Mesfer Alqahtani, Mukhlash Abrar, Budianto Hamuddin, Failasofah Failasofah

      • Resumen
      • Texto completo

      págs. 142-157

      

    • Flipped classroom to teach digital skills during Covid-19

      María Pilar Molina Torres

      • Resumen
      • Texto completo

      págs. 158-168

      

    • Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

      Ernesto Armando Pacheco Velásquez, Virginia Rodés Paragarino, David Salinas Navarro

      • Resumen
      • Texto completo

      págs. 169-183

      

    • Prospective narratives on global issues: An AI-based pedagogical model for assessing complex thinking

      Jorge Sanabria-Z, Pamela Geraldine Olivo Montaño, Inna Artemova, Amadeo-José Argüelles-Cruz

      • Resumen
      • Texto completo

      págs. 184-199

      

    • Microceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

      Muhammad Turmuzi, I Gusti Putu Suharta, I Wayan Puja Astawa, I Nengah Suparta

      • Resumen
      • Texto completo

      págs. 200-223

      

    • Horizons architecture with virtual reality for complexity: Mixed methods

      María Soledad Ramírez Montoya, Sandra Martínez Pérez, Laura Patricia Zepeda Orantes

      • Resumen
      • Texto completo

      págs. 244-269