Person:
Valero Moya, Aída

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First Name
Aída
Last Name
Valero Moya
URI
https://hdl.handle.net/20.500.14352/82611
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Estudios Educativos
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    The educational use of Social Networks Sites: a comparative analysis between the Spanish and English production
    (Digital Education Review, 2020) Valero Moya, Aída; Vendrell Morancho, Mireia; Camas Garrido, Laura
    Considering the increasing importance and presence of the Social Networks Sites (SNSs) in educational scenarios, this work is aimed at exploring the scientific literature on the educational use of SNSs. Through a bibliometric analysis of 191 journal articles written in English and Spanish, found in 6 different databases (ERIC, Scopus, DOAJ, EBSCO, ISOC, REDIB, and PsycARTICLES), the following variables were analysed: database, academic journal, authorship (including number of authors, country, and institution), year of publication, Social Network Site involved, level of education, study population, and nature of the study. Results showed the existence of a greater number of publications written in Spanish than in English, just as a higher interest in the topic from Spanish authors, academic journals, and institutions. Facebook and Twitter were the most popular SNSs in both English and Spanish articles. Furthermore, the majority of the selected articles were focused on tertiary education and their students. With regard to the selected databases, Scopus was the one which hosted the largest amount of international literature (most of it framed by a qualitative research design). The scientific production on the pedagogical use of social media reveals a considerable and developing interest in the present topic.
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    El pensamiento crítico en las redes sociales. Una propuesta teórica para la educación cívica en entornos digitales
    (ESE: Estudios Sobre Educación, 2022) Gozálvez-Pérez, Vicent; Valero Moya, Aída; González Martín, María Rosario
    En el presente artículo aplicamos una metodología de análisis bibliográfi co y hermenéutico con el objetivo de revisar el concepto de “pensamiento crítico”, actualizándolo y adaptándolo al ámbito digital, en especial al entorno de las redes sociales. En el texto se ofrece una reconstrucción del concepto de pensamiento crítico asumiendo un modelo ajustado a las sociedades democráticas, dado el valor que en ellas tienen las interacciones mediáticas evaluadas y producidas desde un pensamiento crítico. Desde estos presupuestos, reconstruimos y articulamos una propuesta para la educación del pensamiento y el carácter (ethos) crítico en las redes sociales.