Abstract
It is studied the devices which are incorporated in their personal learning environments (PLE) a university student population in teacher training. Additionally, the time spent on activities related to ICTs and the desired characteristics by this population in a PLE. For that, it was applied a questionnaire with Likert scales in a sample of 520 students in 12 groups in the Bachelor’s Degree in Early Education of the University of Granada, Spain. The data have been examined through descriptive and inferential statistic (confidence intervals at 95%), correlation tests (τ Kendall’s coefficient) and analysis of variance (Kruskal-Wallis test), with levels of bilateral significance at 95%.
The results show that the devices largely incorporated in PLE of the students are laptops and smartphones, university platforms have not been incorporated to the students’ PLE, students prefer PLE foster the development and the professional career, which is customizable, interactive and useful to produce, edit and publish information.
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Chaves-Barboza, E., Trujillo-Torres, J.M., Hinojo-Lucena, F.J., Cáceres-Reche, P. (2019). Personal Learning Environments (PLE) on the Bachelor’s Degree in Early Education at the University of Granada. In: Novais, P., et al. Ambient Intelligence – Software and Applications –, 9th International Symposium on Ambient Intelligence. ISAmI2018 2018. Advances in Intelligent Systems and Computing, vol 806. Springer, Cham. https://doi.org/10.1007/978-3-030-01746-0_45
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DOI: https://doi.org/10.1007/978-3-030-01746-0_45
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