Persona: Lázaro Torres, María Luisa de
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Lázaro Torres
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María Luisa de
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Publicación Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model(MDPI, 2018-10-16) Álvarez Otero, Javier; Lázaro Torres, María Luisa deEducation in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the “sustainability curriculum” derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.Publicación Las infraestructuras de datos espaciales: un reto y una oportunidad en la docencia de la Geografía(Asociación Española de Geografía, 2019-07-29) Álvarez Otero, Javier; Lázaro Torres, María Luisa deLa creciente importancia de los datos como materia prima exige al docente prestar una mayor atención a los mismos. Los servicios y visores de las Infraestructuras de Datos Espaciales (IDE), mantenidos por los organismos públicos responsables de ellos, ofrecen una gran riqueza de datos geográficamente referenciados o geodatos, lo que constituye un excelente recurso docente. Esos datos son libres, abiertos, ofrecen la ventaja de su calidad, interoperabilidad, transparencia, reutilización, facilidad de acceso y actualización, a veces en tiempo real, y con ellos, el estudiante puede alcanzar una comprensión del territorio más precisa. Se ha valorado la utilidad de su empleo a través de la técnica Delphi. Con ella, se ha reunido una gran riqueza de información aportada por expertos en IDE y usuarios (investigadores, técnicos y docentes), cuyo análisis ha permitido concluir que, a pesar del interés de los datos existentes en las IDE para la comprensión del territorio, existen barreras todavía que frenan su empleo, principalmente derivadas de su complejidad.Publicación El pensamiento crítico en la educación ante los desafíos de la desinformación(Dykinson, 2023) Puertas Aguilar, Miguel Ángel; Álvarez Otero, Javier; Lázaro Torres, María Luisa dePublicación Spatial data infrastructures and Geography learning(European Journal of Geography, 2017-01-01) Álvarez Otero, Javier; Lázaro Torres, María Luisa deGeography, as a science and in the educational sense, is benefiting from improvements in the usability of geoportals and viewers connecting Spatial Data Infrastructures (SDI) which link to high quality geographic information. It is very useful for Geolocation services. This is due to the fact that the amount of open data has been increasing and most of the data have a spatial reference and hence called geodata. It improves employment possibilities and facilitates becoming an e-citizen using e-government information.Time and space are very important for data analysis. Therefore, it is possible to learn geography from SDI geodata, especially if it is integrated into a learning environment. Some examples will be analysed. Geodata provides us with open data and a holistic approach that lead us to come to our conclusions which in turn improve learning quality leading to the acquisition of spatial and digital competencies.Publicación The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies(MDPI, 2021-07-26) Puertas Aguilar, Miguel Ángel; Álvarez Otero, Javier; Lázaro Torres, María Luisa deSocial evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for ‘expert’ teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO’s sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens’ attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.Publicación A cloud-based Giscience learning approach to spanish national parks(The European Association of Geographers, 2018-06-01) Álvarez Otero, Javier; Lázaro Torres, María Luisa de; González González, María JesúsGIScience learning is the main aim of the GI Learner project, which can be easily achieved using the cloud: open data online from Spatial Data Infrastructures (SDI of Spain). School on the Cloud network has promoted a cloud-based learning approach by dealing with access, sharing and reusability of cloud resources. Thus, based on the results of two European projects, the objective of the article is to focus on improving awareness of sustainability by building itineraries based on places of interest within the best protected areas in Spain, the National Parks, using SDI geoinformation. The methodology of (re)using open data online from SDI by linking cloud knowledge with real Earth and the three selected Parks for a better spatial understanding has been shown to be a very useful way to understand territory. Thus, to improve the learning of sustainable management of National Parks by using cloud computing and SDI it may well prove to be an essential part of environmental education and social responsibility.Publicación Estrategias para afrontar la desinformación: estudios de caso en la enseñanza de Geografía e Historia(Asociación Española de Geografía, 2025-01-01) Puertas Aguilar, Miguel Ángel; Álvarez Otero, Javier; Lázaro Torres, María Luisa deExiste una preocupación cada vez mayor sobre la veracidad de las noticias ofrecidas por los medios y su correlación con las decisiones y el comportamiento de la ciudadanía. Así, se ve necesaria la resiliencia ciudadana frente a la desinformación. En el presente trabajo se presentan distintas intervenciones de aula, empleando el método investigación-acción en los niveles de 3.º y 4.º de E.S.O. (14/16 años) en dos centros educativos. Se muestra cómo es posible detectar la desinformación desde el área de Geografía e Historia en la enseñanza secundaria y dotar al estudiante de herramientas para analizar la información en las redes sociales y medios de comunicación. El alumnado ha analizado gráficos, mapas, textos y otra información procedente de los medios de comunicación y de las redes sociales relacionados con temas concretos del currículo. Los resultados obtenidos mediante observación directa, la aplicación de rúbricas y los cuestionarios respondidos validan la hipótesis de que el alumnado de secundaria distingue la desinformación presente en las noticias y la necesidad de verificar la información recibida si se ha entrenado para ello, y sensibilizado en esta necesidad.