<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000100253</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-1.12</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entornos personales de aprendizaje (PLE) en el Grado de Educación Primaria de la Universidad de Granada]]></article-title>
<article-title xml:lang="en"><![CDATA[Personal Learning Environments (PLE) in the Bachelor&#8217;s Degree in Elementary Education at the University of Granada]]></article-title>
<article-title xml:lang="pt"><![CDATA[Espaços Pessoais de Aprendizagem (PLE - sigla em espanhol) na faculdade de Educação Básica, da Universidade de Granada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves-Barboza]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sola-Martínez]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>253</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000100253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo estudia los dispositivos que una población universitaria de estudiantes en formación docente incorpora a sus entornos personales de aprendizaje (PLE); asimismo, el tiempo dedicado a actividades relacionadas con TIC, los factores que incentivan o frustran la incorporación de herramientas a los PLE estudiantiles y las características deseadas por esta población en un PLE. Para esto se ha aplicado un cuestionario con escalas Likert en una muestra de 668 estudiantes en 15 grupos del Grado en Educación Primaria de la Universidad de Granada, España. Los datos han sido examinados mediante estadística descriptiva e inferencial (intervalos de confianza al 95%), pruebas de correlación (coeficiente t de Kendall) y análisis de varianza (test H de Kruskal-Wallis). Los resultados muestran que los dispositivos más accesibles para el estudiantado son los ordenadores portátiles y los smartphones, el estudiantado dedica poco tiempo a la visita de plataformas universitarias, prefiere que sus herramientas PLE sean productivas y permitan conectar con los demás sujetos y desean un PLE interactivo, personalizable y útil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper studies the devices that university students in teacher education incorporate into their personal learning environments (PLE). It also examines the time that students dedicate to activities related to ICT, the factors that encourage or frustrate the incorporation of tools to students&#8217; PLE, and the characteristics that this population desires for a PLE. For this, a questionnaire has been applied using Likert scales in a sample of 668 students divided into 15 groups, enrolled in the Elementary Education Bachelor&#8217;s degree program, at the University of Granada, Spain. The data were analyzed using descriptive and inferential statistics (with 95% confidence interval). Also, correlation tests (Kendall coefficient &#964;) and analysis of variance (test of Kruskal-Wallis H) were employed. The results showed that laptops and smartphones are the most accessible devices for students. The findings also showed that students spend little time to visiting university platforms, they prefer PLE tools to be productive and to allow them to connect with others, and they want PLE to be interactive, customizable and useful.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo estuda os dispositivos que uma população universitária de estudantes de educação utiliza nos seus espaços pessoais de aprendizagem (PLE); Além disso, o tempo que dedicam em atividades relacionadas com as TIC, os fatores que incentivam ou frustram a utilização de ferramentas nos espaços pessoais dos estudantes, e as características que a população universitária desejaria encontrar nos seus espaços pessoais. Para isso, foi aplicado um questionário com escalas de Likert, em uma população de 668 estudantes, em 15 grupos de licenciatura em Educação Básica da Universidade de Granada, Espanha. Os dados foram analisados utilizando dados estadísticos descritivos e inferenciais (intervalo de confiança 95%), testes estatísticos de correlação (coeficiente &#964; de Kendall) e análise da variância (teste de Kruskal-Wallis H). Os resultados mostram que os dispositivos mais acessíveis para os estudantes são os laptops e smartphones. Os estudantes gastam pouco tempo para visitar as plataformas universitárias, preferem que as ferramentas usadas nos espaços de aprendizagem sejam interativas e produtivas, permitindo a conexão com outras pessoas, de modo útil e personalizado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Entorno personal de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[personal learning environment, teacher training]]></kwd>
<kwd lng="pt"><![CDATA[Espaço pessoal de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia de informação e comunicações]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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