Abstract
This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.
Highlights
Current school classrooms represent the cultural, ethnic and religious diversity existing in globalized societies [1,2]
One of the most relevant aspects to highlight, from the data obtained with the evaluation of individual concept maps, is the difference in the number of tools used by students during their learning process
Regarding the tools related to reading and searching for information, the analysis revealed that, of the 190 elements obtained for this category, almost half (44. 21%) referred to the use of tools used through mobile technologies
Summary
Current school classrooms represent the cultural, ethnic and religious diversity existing in globalized societies [1,2]. This fact is the main reason that recent educational policies and pedagogical actions aim to improve the educational integration of students in intercultural contexts [3]. If the current importance that e-learning interactions have in the formation of these communities is taken into account [9,10], the starting hypothesis of this study is emphasized, where the use of mobile technologies in the students’ PLEs is presented as a facilitating factor of intercultural educational integration. It is worth considering that these technologies will increase the opportunities
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