Linda Castañeda

Beyond Tools, Toward Power Structures: A Critical Review of AI in Primary Education. Revista Española de Educación Comparada (48), 73–95. doi.org/10.5944/reec... #videopaper #openaccess @aytranslator @amaia_arroyo www.instagram.com/reel/DQq2sQS...

Join us next week!

Register at: www.civicsoftechnology.org/events

@lindacq.bsky.social, @cpoyatos.bsky.social y @dcaraban.bsky.social son los autores de la nueva microexperiencia del @dpe-csic.bsky.social, diseñada por Conecta13.

🤖Aprende a crear y transformar contenidos digitales con criterio y creatividad.

ℹ️ aprende.csic.es/catalogo/mic...

Cada vez me chirría más que haya investigadores de determinados contextos que manden sus investigaciones de educación a las revistas sin contextualizar nada. Como si todos los contextos fueran iguales, o como si todos los contextos debieran parecerse al suyo. #decolonialism

Blogpost (ENG/ESP) Autorretrato académico de 2025 – una reflexión sobre quién soy en términos académicos, mientras preparo una estancia www.lindacastaneda.com/mushware/aut...

Número especial “Aceleración de la Inteligencia Artificial y la Transformación Digital de la Industria EdTech Global”, coordinado por Geo Saura, en la Revista Española de Educación Comparada (REEC).
Disponible en: revistas.uned.es/index.php/RE...
Lleno de artículos interesantes. #mustread

Gracias!! Lo vuelvo a publicar y borro este

Hoy hemos trabajado sobre los patrones oscuros de Internet y las redes sociales. Hemos pensado sobre qué podemos hacer ante ellos y en tareas educativas para el último ciclo de Primaria.
Y ha salido esto.
Hilo. 🧵

Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior | International Journal of Educational Technology in Higher Education | Full Text Although previous studies have highlighted the problematic artificial intelligence (AI) usage behaviors in educational contexts, such as overreliance on AI, no study has explored the antecedents and potential consequences that contribute to this problem. Therefore, this study investigates the causes and consequences of AI dependency using ChatGPT as an example. Using the Interaction of the Person-Affect-Cognition-Execution (I-PACE) model, this study explores the internal associations between academic self-efficacy, academic stress, performance expectations, and AI dependency. It also identifies the negative consequences of AI dependency. Analysis of data from 300 university students revealed that the relationship between academic self-efficacy and AI dependency was mediated by academic stress and performance expectations. The top five negative effects of AI dependency include increased laziness, the spread of misinformation, a lower level of creativity, and reduced critical and independent thinking. The findings provide explanations and solutions to mitigate the negative effects of AI dependency.

Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior educationaltechnologyjournal.springeropen.com/articles/10....

AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting | Scientific Reports Advances in generative artificial intelligence show great potential for improving education. Yet little is known about how this new technology should be used and how effective it can be compared to current best practices. Here we report a randomized, controlled trial measuring college students’ learning and their perceptions when content is presented through an AI-powered tutor compared with an active learning class. The novel design of the custom AI tutor is informed by the same pedagogical best practices as employed in the in-class lessons. We find that students learn significantly more in less time when using the AI tutor, compared with the in-class active learning. They also feel more engaged and more motivated. These findings offer empirical evidence for the efficacy of a widely accessible AI-powered pedagogy in significantly enhancing learning outcomes, presenting a compelling case for its broad adoption in learning environments.

www.nature.com/articles/s41... AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting

Por cierto, debo decir que me encanta que en un artículo la revista y los autores permitan que se puedan ver las revisiones que se han hecho… es una forma de aprender para los lectores y pone en valor el proceso… así se evidencia que la revisión tiene sentido.

Factors Influencing University Teachers’ Technological Integration The extent and effectiveness of digitalization are influenced by a variety of factors, which are worth studying both separately and together, looking at how they affect each other. Typically, researched aspects in the context of education are institutional support, teachers’ beliefs about using digital tools, digital competence in teaching, technostress, self-efficacy, and the extent of digital tool use. The present study aims to center around the final aspect. It examines the separate influencing factors of information and communications technology (hereafter, ICT) use within a complex model, with the help of partial least squares structural equation modeling. The study was based on a survey of university lecturers (n = 116) at a university in Hungary that has six different training locations and five faculties. It was conducted by using an online questionnaire. To summarize the identified correlations, it can be concluded that digital competence in teaching, collegial support, ICT self-efficacy and ICT perception play a significant role in the use of technology. The effects detailed in the results can contribute to the effective digitalization of higher education institutions in several practical ways.

Factors Influencing University Teachers’ Technological Integration
by Judit T. Nagy and Ida Dringó-Horváth doi.org/10.3390/educ... #interesting

Análisis comparado de los marcos de competencias en inteligencia artificial en el ámbito educativo | Edutec, Revista Electrónica de Tecnología Educativa

Galán-Íñigo, Ruiz-Lázaro, and Jiménez-García, “Análisis comparado de los marcos de competencias en inteligencia artificial en el ámbito educativo.” www.edutec.es/revista/inde... #muyinteresante

Y si, para variar, alguien se presenta a la elección de rector, sin la intención de usarnos como escalón para ganar más dinero en algún otro sitio acosta de nuestro detrimento, y solo con el afán de mejorar la institución??? Así sin vendernos… #paravariar

Data literacy for citizenry through game-based learning: Adult perceptions of fun and learning with the DALI Toolkit

firstmonday.org/ojs/index.ph... #DALIcitizens

Un espacio para reflexionar y actuar sobre:
🔹 Liderazgo digital en la universidad
🔹 Retos institucionales y pedagógicos
🔹 Estrategias de docencia y evaluación con tecnología
🔹 Impacto de la #IA generativa en la educación superior

El 29/09/25 arranca el curso internacional Digital Leadership in Higher Education (Erasmus+ CUTIE).
6 semanas · 25h · 1 ECTS · Online (en inglés) · Insignia digital opencourses.ie/opencourse/d... Inscríbete y/o difunde pls!

Infrastructuring Educational Genomics: Associations, Architectures, and Apparatuses - Postdigital Science and Education Technoscientific transformations in molecular genomics have begun to influence knowledge production in education. Interdisciplinary scientific consortia are seeking to identify ‘genetic influences’ on...

Infrastructuring Educational Genomics: Associations, Architectures, and Apparatuses link.springer.com/article/10.1... #mustread #scaryfuture

Lo que se me ha ocurrido: REVISTAS DEPREDADORAS Y TRABAJOS FINALES – UNA GUÍA lindacastaneda.com/mushware/rev... comments son bienvenidos

REVISTAS DEPREDADORAS Y TRABAJOS FINALES – UNA GUÍA lindacastaneda.com/mushware/rev... comments son bienvenidos

Creo que las depredadoras no solo están suponiendo un problema para los autores, sino para los que intentan escribir algo y buscar bibliografía (la mayoría de estudiantes NO tiene acceso ni a WOS, ni a los listados de revistas "de prestigio... a ver qué se me ocurre

ando dándole vueltas a preparar una guía exprés (plantilla + checklist) para que, en ≤10 min, cualquiera detecte estos fraudes:
▪️ Verificar ISSN en Scopus/DOAJ
▪️ Revisar comité editorial y APC
▪️ Buscar métricas REALES (JCR, SJR)
▪️ Comprobar spam o DOIs rotos

Problema real: revistas como LATAM-Redilat o Ciencia Latina cobran por publicar, permiten 30 % de plagio y presumen de métricas inventadas (¡SJIF 6,9!). Con logos falsos y hasta anuncios de casinos en sus páginas.

y lo peor, estoy segura de q la mayoria de mis estudiantes, sin formación en evaluación científica (TFG o TFM), caen en la trampa: “Si tiene DOI y se ve bonito… debe ser bueno”. ERROR. Diseño ≠ rigor. (ya me he encontrado varios

Cada vez veo más estudiantes citando artículos de revistas depredadoras —maquetadas de lujo, pero con contenidos terribles, referencias cuestionables o inexistentes (en el texto,etc.). ¿Por qué nos preocupa? Porque un mal artículo puede hundir la credibilidad de un TFG/TFM

Hoping for community in a technologically decelerated world - A critical utopian approach Against the backdrop of technological acceleration during the Covid-19 pandemic, this paper addresses how educational practitioners’ hopes articulate …

Hoping for community in a technologically decelerated world - A critical utopian approach www.sciencedirect.com/science/arti...

YouTube video by BBC Archive 1965: LEARNING MACHINES are CHANGING EDUCATION | News | Retro Tech | BBC Archive

youtube.com/watch?v=he3S...

Education — Paleofuture

paleofuture.com/education

El antecedente de las chuletas, un chaleco para copiar. Algo de contexto en para hablar de cheating with Ai at #ecces25 www.reddit.com/r/ArtefactPo...

There we go #Ecces25, a major event on Critical Edtech Studies!

phzh.ch/en/about-phz...

...and THE place to meet all those people you have reading for years ;)