The Ability to Train from Television
Abstract
In this article purport to show the ability to train from the television, the value table and the social effects. For these results are used a sample of 360 television broadcasts programs. This sample has been extracted from the Antena 3 television programs, from January 1, 1992, first date with audience data official base, until December 31, 2015, broadcast in prime time (night 1) slot from 8:30 p.m. to 00:00 a.m. The sample is group in 6 genres: game show, cultural, sports, entertainment, fiction and news and 25 subgenres in order to infer results. The content analysis and descriptive statistics concludes that the television programs entertain, but also more than 82.2 % have cultural items and 14.7 % inform. Furthermore, all sample contents have values. Those values are transfer to society, the information programs are the most value contents and the fiction programs are the least value contents. The beginning of the invest is the Marín, 1993 research. Following this invest the ranking of the most value genres are, in descending order, news, sports, cultural, game shows, entertainment and fiction.
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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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ISTE Policy Brief. (2008). Technology and Student Achievement - The Indelible Link. Washington D.C.: ISTE (International Society for Technology in Education).
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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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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
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OCDE. (2015). Students, Computers and Learning: Making the Connection. París: OECD Publishing. https://doi.org/10.1787/9789264239555-en
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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.
The Ability to Train from Television. (2020). Enseñanza & Teaching: Interuniversity Journal of Didactic, 38(2), 87-112. https://doi.org/10.14201/et202038287112
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