Examinando por Autor "Alonso-Cano, Cristina"

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    Precariousness and insecurity in school systems and actors
    (FahrenHouse, 2022) Rivera-Vargas, Pablo; Fardella, Carla; Alonso-Cano, Cristina
    This article presents the main contributions of the monograph “Precariousness and insecurity in school systems and actors” of the journal Foro de la Educación. The presentation is divided into three blocks. Firstly, it sets out the contemporary global historical and educational context in which the work is set, a context marked by the generation of precariousness and social insecurity in the face of the influence and pressure of capitalism on education systems. Secondly, the nine articles that make up the monograph are presented. Finally, we point out some considerations that we draw from the reading of the theoretical and empirical material presented, composed of highly relevant voices from different geographies and traditions. © 2022 FahrenHouse. All rights reserved.
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    Use of Mobile Phones in Classrooms and Digitalisation of Educational Centres in Barcelona
    (Education Sciences, Volume 13, Issue 1 January 2023 Article number 21, 2023) Pozos-Pérez, Katia; Herrera-Urizar, Gustavo; Rivera-Vargas, Pablo; Alonso-Cano, Cristina
    In the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and use of cell phones in the classroom has been a key and, at the same time, controversial aspect. In Barcelona (Catalonia), for example, recent educational policies have promoted the pedagogical use of cell phones. Within this framework, this article analyses whether these initiatives to promote the use of mobile phones are effectively transferred and implemented in the classroom. Using qualitative research, based on co-design, case studies and content analysis, we examined the reality of three educational centres in Barcelona. In these three contexts, field observations, interviews with management teams and ICT coordinators, and discussion groups with teachers were conducted. The information generated was grouped into five main categories of analysis. As a result, it was observed that the mobile phone has been losing prominence in the classroom. Schools tend to prohibit the use of cell phones and prefer computers to give priority to the control of technological tools in order to use the Internet safely. Mobile phones, in this sense, are only used at certain times when there is a pedagogical objective, although there is still a need for more pedagogical and digital training for teachers. © 2022 by the authors