Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation

Alina de las Mercedes Martínez Sánchez 1 * , Antonio Hernández Fernández 2, Rosa María Esteban Moreno 1
More Detail
1 Pedagogy Department, University Autonomous of Madrid, Madrid, SPAIN
2 Pedagogy Department, University of Jaén, Jaén, SPAIN
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 12, Issue 4, Article No: e202239. https://doi.org/10.30935/ojcmt/12495
OPEN ACCESS   1304 Views   819 Downloads   Published online: 02 Oct 2022
Download Full Text (PDF)

ABSTRACT

The objective of this research is to analyze the prospective of intercultural teaching competence in relation to technology and neuroeducation. The research design is nonexperimental, descriptive, explanatory and regression. The sample, by convenience, is formed by students from Spanish and foreign universities, in 605 participants. A Likert scale questionnaire, constructed ad hoc, was applied. The quantitative methodology was developed through automatic linear regression modeling and a decision tree. The most relevant results show that this prospective is possible, determining that it is necessary to promote inclusion and to know the different cultures in the classroom, since they are the reason why intercultural teaching competence will undoubtedly develop, on the other hand, if we want to promote intercultural teaching competence, we must adopt neuroeducation as a basis, being of great help to use technological teaching competences, which in turn must have a neuroeducational character.
Keywords: foresight, teaching competence, interculturality, technology, neuroeducation

CITATION

Martínez Sánchez, A. D. L. M., Hernández Fernández, A., & Esteban Moreno, R. M. (2022). Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation. Online Journal of Communication and Media Technologies, 12(4), e202239. https://doi.org/10.30935/ojcmt/12495

REFERENCES

  • Akdere, M., Acheson, K., & Jiang, Y. (2021). An examination of the effectiveness of virtual reality technology for intercultural competence development. International Journal of Intercultural Relations, 82, 109-120. https://doi.org/10.1016/j.ijintrel.2021.03.009
  • Aneas, M. A. (2005). Intercultural competence, concept, effects, and implications in the exercise of citizenship. Ibero-American Journal of Education, 35(5), 1-10. https://doi.org/10.35362/rie36133004
  • Armas-Alba, L., & Alonso-Rodríguez, I. (2021). Las TIC y competencia digital en la respuesta a las necesidades educativas especiales durante la pandemia: Una revisión sistemática [ICT and digital competence in the response to special educational needs during the pandemic: A systematic review]. Revista Internacional De Pedagogía E Innovación Educativa, 2(1), 11-48. https://doi.org/10.51660/ripie.v2i1.58
  • Bartolomé, M. (2002). The challenge of migrations in multicultural societies from the perspective of education. Pontifical University of Salamanca.
  • Boeren, E. (2016). Engaging in lifelong learning in a changing policy context: An interdisciplinary theory. Jumper. https://doi.org/10.1057/9781137441836
  • Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123, 600-612. https://doi.org/10.1037/rev0000025
  • Cabero, J. (2008). Training in the knowledge society. Indivisa: Bulletin of Studies and Research, 10, 13-47.
  • Cebrián de la Serna, M., & Gallego Arrufat, M. J. (Eds.) (2011). Educational processes with ICT in the knowledge society. Pirámide.
  • Cosenza, R., & Guerra, L. B. (2011). Neurociencia e educaçao: Como o cérebro aprende [Neuroscience and education: How the brain learns]. Artmed.
  • Durko, A., & Martens, H. (2021). Fostering higher level cultural learning among tourism students through virtual interaction. Journal of Teaching in Travel & Tourism, 1-13. https://doi.org/10.1080/15313220.2021.1880350
  • Espinoza-Freire, E. E., & León-González, J. L. (2021). Intercultural competencies of basic education teachers in Machala, Ecuador. Información Tecnológica [Technological Information], 32(1), 187-198. https://doi.org/10.4067/S0718-07642021000100187
  • Figueredo-Canosa, V., Ortiz Jiménez, L., Sánchez Romero, C., & López Berlanga, M. C. (2020). Teacher training in intercultural education: Teacher perceptions. Education Sciences, 10(3), 81. https://doi.org/10.3390/educsci10030081
  • Fong, J. (2020). An evaluation of an education abroad program on the intercultural learning and cross-cultural adaptability skills of university undergraduates. Higher Education Evaluation and Development, 14(2), 55-68. https://doi.org/10.1108/HEED-01-2020-0002
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update. Allyn & Bacon.
  • Holford, J., Milana, M., & Mohorčič Špolar, V. (2014). Adult and lifelong education: The European Union, its member states and the world. International Journal of Lifelong Education, 33(3), 267-274. https://doi.org/10.1080/02601370.2014.911518
  • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15, 817-824. https://doi.org/10.1038/nrn3817
  • Levi-Montalcini, R. (2016). Preface: Towards a new pedagogical and didactic approach. In A. Battro, K. Fischer, & P. Léna (Eds.), Educated brain. Essays on neuroeducation (pp. 297-320). Gedisa.
  • Limoges, J., Nielsen, K., MacMaster, L., & Kontni, R. (2019). Globally networked learning: Deepening Canadian and Danish nursing students’ understanding of nursing, culture and health. Nurse Education Today, 76, 228-233. https://doi.org/10.1016/j.nedt.2019.02.006
  • Meyer, M. (1991). Developing transcultural competence: Case studies of advanced foreign language learners. In D. Butjes, & M. Byram (Eds.), Mediated language and cultures. Multilingual Matters.
  • Monereo, C., & Pozo, J. I. (2007). Competencies for (with) living with the 21st century. Cuadernos de Pedagogía [Pedagogy Notebooks], 370(12), 12-18. https://doi.org/10.1108/09504120710838697
  • Mora, F. (2013). Why the brain needs to get excited to learn. Journal of Chemical Information and Modeling, 53, 1689-1699. https://doi.org/10.1021/ci400128m
  • OECD. (2002). The definition and selection of key competencies (DeSeCo). Organisation for Economic Co-operation and Development. https://doi.org/10.1787/dcr-2001-en
  • Pérez, Á. (2007). Reinventing the school, changing the look. Cuadernos de Pedagogía [Pedagogy Notebooks], 368, 66-71.
  • Prat, M., Font, R., Soler, S., & Calvo, J. (2004). Educación en valores, deporte y nuevas tecnologías [Education in values, sports and new technologies]. Apunts. Educación Física y Deportes [Notes. Physical Education and Sports], 78, 83-90.
  • Romijn, B. R., Slot, P. L., & Leseman, P. P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236
  • Rúa Rodríguez, G. M., Cabero Almenara, J., & López Martínez, A. (2022). Social importance of the validation of an instrument for measuring the digital competence of university faculty. Universitario.
  • Segovia, F. (2016). Approach to the study of neuroeducation: The encounter between science and school. Revista PUCE [PUCE Magazine], 102(3), 155-168. https://doi.org/10.26807/revpuce.v0i102.9
  • Senkbeil, M. (2022). ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement. Education and Information Technologies, 27, 3595-3622. https://doi.org/10.1007/s10639-021-10759-x
  • Shadiev, R., Wang, X., & Huang, Y. M. (2020). Promoting intercultural competence in a learning activity supported by virtual reality technology. International Review of Research in Open and Distributed Learning, 21(3), 157-174. https://doi.org/10.19173/irrodl.v21i3.4752
  • Sjøen, M. M. (2021). From global competition to intercultural competence: What teacher-training students with cross-cultural teaching experience should be learning. Scandinavian Journal of Educational Research. http://doi.org/10.1080/00313831.2021.1990121
  • Smolcic, E., & Arends, J. (2017). Building teacher interculturality: Student partnerships in university classrooms. Teacher Education Quarterly, 44(4), 51-73. https://www.jstor.org/stable/90014089
  • Stefanova, A., & Jiménez, A. G. (2019). Building bridges between cultures–An experiment with collaborative online international learning (COIL). Journal of Teaching English for Specific and Academic Purposes, 535-542. https://doi.org/10.22190/JTESAP1803535S
  • Tokuhama-Espinosa, T. (2010). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. WW Norton & Company.
  • Uzum, B., Akayoglu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 32(2), 162-177. http://doi.org/10.1017/S0958344019000235
  • Vanek, J. (2017). The economics of worker management: A Yugoslav case study. Routledge. https://doi.org/10.4324/9781315143590
  • Wang, M. J., Yang, L. Z., & Chen, T. L. (2020). The effectiveness of ICT-enhanced learning on raising intercultural competencies and class interaction in a hospitality course. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1815223
  • Zhu, G., Peng, Z., Wandix-White, D., Walters, L., & Deng, L. (2019). A systematic literature review on international teaching practicums: Current status and future directions [Paper presentation]. The American Educational Research Association Annual Meeting. https://doi.org/10.3102/1439527