Análisis de la capacidad formativa de la televisión
Resumen
Este artículo pretende mostrar un análisis de la capacidad educativa de los programas de televisión en España más allá del mero entretenimiento, la tabla de valores que presentan y su efecto en la sociedad a la que se dirigen. Para obtener estos resultados se han analizado 360 emisiones representativas de los programas de televisión. Esta muestra se ha extraído de los programas emitidos por Antena 3, desde el 1 de enero de 1992, fecha en la que comienzan a registrarse oficialmente las emisiones y sus datos de audiencia, hasta el 31 de diciembre de 2015, en horario de máxima audiencia, denominada Noche1, que comprende la franja que va de las 20:30 h a las 24:00 h. Los 360 programas que conforman la muestra se agrupan en 6 categorías: concursos, culturales, deportes, entretenimiento, ficción e información y 25 subgéneros con el fin de poder inferir resultados. El análisis del contenido y la estadística descriptiva concluyen que la capacidad básica de los contenidos audiovisuales radica en entretener, pero hasta un 82,2 % de los casos analizados también tiene capacidad educativa y/o cultural y el 14,7 % también informan. Además, todos los contenidos analizados aportan valores a la sociedad que los consume, aquellos que más valores transmiten son los programas de información y los que menos son los programas de ficción. Para obtener estos resultados se ha partido del estudio realizado por Marín, 1993. Siguiendo esa taxonomía de valores, los valores más transmitidos por la muestra son en orden descendente los informativos, los deportivos, los culturales, los concursos, el entretenimiento y, por último, la ficción.
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Barrow, L., Markman, L. y Rouse, C. E. (2009). Technology’s Edge: The Educational Benefits of Computer-Aided Instruction. American Economic Journal: Economic Policy, 1(1), 52-74. https://doi.org/10.1257/pol.1.1.52
Biagi, F. y Loi, M. (2013). Measuring ICT Use and Learning Outcomes: Evidence From Recent Econometric Studies. European Journal of Education, 48(1), 28-42. https://doi.org/10.1111/ejed.12016
Cennamo, K., Ross, J., y Ertmer, P. (2018). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (3.a ed.). Boston: Cengage Learning.
Cabras, S. y Tena, J. D. (2013). Estimación del efecto causal del uso de ordenadores en los resultados de los estudiantes en la prueba PISA 2012. En PISA 2012, Informe Español, Volumen II: Análisis secundario. Madrid: Ministerio de Educación, Cultura y Deporte de España.
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Condie, R., Munro, B., Seagraves, L. y Kenesson, S. (2007). The Impact of ICT in Schools - a Landscape Review. Coventry: BECTA (British Educational Communications and Technology Agency).
Dwyer, D. (1994). Apple Classrooms of Tomorrow: What We’ve Learned. Educational Leadership, 51(7), 4-10.
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ISTE Policy Brief. (2008). Technology and Student Achievement - The Indelible Link. Washington D.C.: ISTE (International Society for Technology in Education).
Jamison, D., Suppes, P. y Wells, S. (1974). The Effectiveness of Alternative Instructional Media: A Survey. Review of Educational Research, 44(1), 1-67. https://doi.org/10.3102/00346543044001001
Kulik, C.-L. C. y Kulik, J. A. (1991). Effectiveness of Computer-Based Instruction: An Updated Analysis. Computers in Human Behavior, 7, 75-94. https://doi.org/10.1016/0747-5632(91)90030-5
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Liu, M., Horton, L., Olmanson, J. y Toprac, P. (2011). A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science. Educational Technology Research and Development, 59(2), 249-265. https://doi.org/10.1007/s11423-011-9192-7
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Mishra, P. y Mehta, R. (2017). What We Educators Get Wrong About 21st-Century Learning: Results of a Survey. Journal of Digital Learning in Teacher Education, 33(1), 6-19. https://doi.org/10.1080/21532974.2016.1242392
Niemiec, R. P. y Walberg, H. J. (1992). The Effects of Computers on Learning. International Journal of Educational Research, 17, 99-108. https://doi.org/10.1016/0883-0355(92)90045-8
Notten, N. y Kraaykamp, G. (2009). Home Media and Science Performance: A Cross-National Study. Educational Research and Evaluation, 15(4), 367-384. https://doi.org/10.1080/13803610903087045
OCDE. (2005). Are Students Ready for a Technology-Rich World? What PISA Studies Tell US. París: OECD Publishing.
OCDE. (2015). Students, Computers and Learning: Making the Connection. París: OECD Publishing. https://doi.org/10.1787/9789264239555-en
Passey, D., Rogers, C., Machell, J. y McHugh, G. (2004). The Motivational Effect of ICT on Pupils. Research Report RR523. Lancaster: University of Lancaster.
Reynolds, D., Treharne, D., & Tripp, H. (2003). ICT - The Hopes and the Reality. British Journal of Educational Technology, 34(2), 151-167. https://doi.org/10.1111/1467-8535.00317
Saettler, P. (2004). The Evolution of American Educational Technology (2.a ed.). Greenwich: Information Age Publishing.
Schindler, L. A., Burkholder, G. J., Morad, O. A. y Marsh, C. (2017). Computer-Based Technology and Student Engagement: A Critical Review of the Literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
Shank, S. (2019). J-PAL Evidence Review 2019: Will Technology Transform Education for the Better? Cambrideg: Abdul Latif Jameel Poverty Action Lab.
Sivin-Kachala, J. y Biala, E. R. (1994). Report on the Effectiveness of Technology in Schools, 1990-1994. Nueva York: Interactive Educational Systems Design, Inc.
Spiezia, V. (2010). Educational Achievements? Student-level Evidence from PISA. OECD Journal: Economic Studies, 2010(7), 1-22. https://doi.org/10.1787/eco_studies-2010-5km33scwlvkf
Underwood, J. (2004). Research Into Information and Communications Technologies: Where Now? Technology, Pedagogy and Education, 13(2), 135-145. https://doi.org/10.1080/14759390400200176
Wang, S.-K. y Reeves, T. C. (2006). The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course. Educational Technology Research and Development, 54(6), 597-621. https://doi.org/10.1007/s11423-006-0638-2
Waxman, H. C., Lin, M.-F. y Michko, G. M. (2003). A Meta-Analysis of the Effectivenesss of Teaching and Learning With Technology on Student Outcomes (Diciembre). Naperville: Learning Point Associates.
Wellington, J. (2015). Educational Research: Contemporary Issues and Practical Approaches (2.a ed.). Bloomsbury.
Yang, Y.-T. C. y Wu, W.-C. I. (2012). Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
Zhao, Y. y Lei, J. (2009). New Technology. En G. Sykes, B. Schneider, y D. N. Plank (Eds.), Handbook of Education Policy Research (pp. 671-693). Londres: Routledge.
Balanskat, A., Blamire, R. y Kefala, S. (2006). The ICT Impact Report. Bruselas: European Schoolnet.
Bangert-Drowns, R. L., Kulik, J. A. y Kulik, C.-L. C. (1985). Effectiveness of Computer-Based Education in Secondary Schools. Journal of Computer-Based Education, 12, 59-68. https://doi.org/10.1016/0747-5632(85)90007-X
Barrow, L., Markman, L. y Rouse, C. E. (2009). Technology’s Edge: The Educational Benefits of Computer-Aided Instruction. American Economic Journal: Economic Policy, 1(1), 52-74. https://doi.org/10.1257/pol.1.1.52
Biagi, F. y Loi, M. (2013). Measuring ICT Use and Learning Outcomes: Evidence From Recent Econometric Studies. European Journal of Education, 48(1), 28-42. https://doi.org/10.1111/ejed.12016
Cennamo, K., Ross, J., y Ertmer, P. (2018). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (3.a ed.). Boston: Cengage Learning.
Cabras, S. y Tena, J. D. (2013). Estimación del efecto causal del uso de ordenadores en los resultados de los estudiantes en la prueba PISA 2012. En PISA 2012, Informe Español, Volumen II: Análisis secundario. Madrid: Ministerio de Educación, Cultura y Deporte de España.
Chandra, V. y Lloyd, M. (2008). The Methodological Nettle: ICT and Student Achievement. British Journal of Educational Technology, 39(6), 1087-1098. https://doi.org/10.1111/j.1467-8535.2007.00790.x
Condie, R., Munro, B., Seagraves, L. y Kenesson, S. (2007). The Impact of ICT in Schools - a Landscape Review. Coventry: BECTA (British Educational Communications and Technology Agency).
Dwyer, D. (1994). Apple Classrooms of Tomorrow: What We’ve Learned. Educational Leadership, 51(7), 4-10.
Feldhusen, J. y Szabo, M. (1969). The Advent of the Educational Heart Transplant, Computer-Assisted Instruction: A Brief Review of the Research. Contemporary Education, 40, 265-274. https://doi.org/10.1080/00461526909528993
Flores, J. G. (2012). Utilización del ordenador y rendimiento académico entre los estudiantes españoles de 15 años. Revista de Educación, 357, 375-396.
Gómez-Fernández, N. y Mediavilla, M. (2018). Do Information and Communication Technologies (ICT) Improve Educational Outcomes? Evidence for Spain in PISA 2015. Working paper: Institut d'Economia de Barcelona (IEB).
ISTE Policy Brief. (2008). Technology and Student Achievement - The Indelible Link. Washington D.C.: ISTE (International Society for Technology in Education).
Jamison, D., Suppes, P. y Wells, S. (1974). The Effectiveness of Alternative Instructional Media: A Survey. Review of Educational Research, 44(1), 1-67. https://doi.org/10.3102/00346543044001001
Kulik, C.-L. C. y Kulik, J. A. (1991). Effectiveness of Computer-Based Instruction: An Updated Analysis. Computers in Human Behavior, 7, 75-94. https://doi.org/10.1016/0747-5632(91)90030-5
Kulik, J. A. (2003). Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say. Arlington: SRI International.
Liu, M., Horton, L., Olmanson, J. y Toprac, P. (2011). A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science. Educational Technology Research and Development, 59(2), 249-265. https://doi.org/10.1007/s11423-011-9192-7
Liu, X., Macmillan, R. B. y Timmons, V. (1998). Assessing the Impact of Computer Integration on Students. Journal of Research on Computing in Education, 31(2), 189-203. https://doi.org/10.1080/08886504.1998.10782250
Livingstone, S. (2012). Critical Reflections on the Benefits of ICT in Education. Oxford Review of Education, 38(1), 9-24. https://doi.org/10.1080/03054985.2011.577938
Mann, D., Shakeshaft, C., Becker, J. D. y Kottkamp, R. (1999). West Virginia Story: Achievement Gains from a Statewide Comprehensive Instructional Technology Program. Charleston: West Virginia State Department of Education.
Mishra, P. y Mehta, R. (2017). What We Educators Get Wrong About 21st-Century Learning: Results of a Survey. Journal of Digital Learning in Teacher Education, 33(1), 6-19. https://doi.org/10.1080/21532974.2016.1242392
Niemiec, R. P. y Walberg, H. J. (1992). The Effects of Computers on Learning. International Journal of Educational Research, 17, 99-108. https://doi.org/10.1016/0883-0355(92)90045-8
Notten, N. y Kraaykamp, G. (2009). Home Media and Science Performance: A Cross-National Study. Educational Research and Evaluation, 15(4), 367-384. https://doi.org/10.1080/13803610903087045
OCDE. (2005). Are Students Ready for a Technology-Rich World? What PISA Studies Tell US. París: OECD Publishing.
OCDE. (2015). Students, Computers and Learning: Making the Connection. París: OECD Publishing. https://doi.org/10.1787/9789264239555-en
Passey, D., Rogers, C., Machell, J. y McHugh, G. (2004). The Motivational Effect of ICT on Pupils. Research Report RR523. Lancaster: University of Lancaster.
Reynolds, D., Treharne, D., & Tripp, H. (2003). ICT - The Hopes and the Reality. British Journal of Educational Technology, 34(2), 151-167. https://doi.org/10.1111/1467-8535.00317
Saettler, P. (2004). The Evolution of American Educational Technology (2.a ed.). Greenwich: Information Age Publishing.
Schindler, L. A., Burkholder, G. J., Morad, O. A. y Marsh, C. (2017). Computer-Based Technology and Student Engagement: A Critical Review of the Literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
Shank, S. (2019). J-PAL Evidence Review 2019: Will Technology Transform Education for the Better? Cambrideg: Abdul Latif Jameel Poverty Action Lab.
Sivin-Kachala, J. y Biala, E. R. (1994). Report on the Effectiveness of Technology in Schools, 1990-1994. Nueva York: Interactive Educational Systems Design, Inc.
Spiezia, V. (2010). Educational Achievements? Student-level Evidence from PISA. OECD Journal: Economic Studies, 2010(7), 1-22. https://doi.org/10.1787/eco_studies-2010-5km33scwlvkf
Underwood, J. (2004). Research Into Information and Communications Technologies: Where Now? Technology, Pedagogy and Education, 13(2), 135-145. https://doi.org/10.1080/14759390400200176
Wang, S.-K. y Reeves, T. C. (2006). The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course. Educational Technology Research and Development, 54(6), 597-621. https://doi.org/10.1007/s11423-006-0638-2
Waxman, H. C., Lin, M.-F. y Michko, G. M. (2003). A Meta-Analysis of the Effectivenesss of Teaching and Learning With Technology on Student Outcomes (Diciembre). Naperville: Learning Point Associates.
Wellington, J. (2015). Educational Research: Contemporary Issues and Practical Approaches (2.a ed.). Bloomsbury.
Yang, Y.-T. C. y Wu, W.-C. I. (2012). Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
Zhao, Y. y Lei, J. (2009). New Technology. En G. Sykes, B. Schneider, y D. N. Plank (Eds.), Handbook of Education Policy Research (pp. 671-693). Londres: Routledge.
Análisis de la capacidad formativa de la televisión. (2020). Enseñanza & Teaching: Revista Interuniversitaria de Didáctica, 38(2), 87-112. https://doi.org/10.14201/et202038287112
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