000076033 001__ 76033 000076033 005__ 20190709135453.0 000076033 0247_ $$2doi$$a10.1016/j.chb.2016.11.049 000076033 0248_ $$2sideral$$a98966 000076033 037__ $$aART-2017-98966 000076033 041__ $$aeng 000076033 100__ $$0(orcid)0000-0002-6873-0996$$aSein-Echaluce, M.L.$$uUniversidad de Zaragoza 000076033 245__ $$aTechnology behaviors in education innovation 000076033 260__ $$c2017 000076033 5060_ $$aAccess copy available to the general public$$fUnrestricted 000076033 5203_ $$aChange and improvement are two keywords embedded in innovation in general (OECD, 2005) and, in particular, in teaching and learning innovation (Miles, 1964). Based on those two keywords, educational innovation could be defined as “the application of one idea that produces a planned change in educational processes, services, or products, then leading to an improvement in learning goals”. The role of the computer in educational innovation is seen as a facilitating tool, as both educational innovation and computation address the same topic, i.e. “Knowledge”. The computer's capability to manage information makes it an ideal tool to potentiate different implementations in teaching and learning contexts. The several distinct ways teachers and students interact are oriented by teaching methods. This means the computer may be used to: improve existing methods for teacher-students interaction, e.g. traditional lectures; enable alternative methods that are difficult to apply under current conditions, e.g. personalized learning; create new methods, e.g. flipped teaching; or, in addition, analyse data generated from teacher-students interactions and help in the learning improvement decision-making process... 000076033 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000076033 590__ $$a3.536$$b2017 000076033 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b16 / 135 = 0.119$$c2017$$dQ1$$eT1 000076033 591__ $$aPSYCHOLOGY, EXPERIMENTAL$$b8 / 85 = 0.094$$c2017$$dQ1$$eT1 000076033 592__ $$a1.555$$b2017 000076033 593__ $$aArts and Humanities (miscellaneous)$$c2017$$dQ1 000076033 593__ $$aPsychology (miscellaneous)$$c2017$$dQ1 000076033 593__ $$aHuman-Computer Interaction$$c2017$$dQ1 000076033 655_4 $$ainfo:eu-repo/semantics/other$$vinfo:eu-repo/semantics/acceptedVersion 000076033 700__ $$aFidalgo-Blanco, Á. 000076033 700__ $$aAlves, G. 000076033 7102_ $$12005$$2595$$aUniversidad de Zaragoza$$bDpto. Matemática Aplicada$$cÁrea Matemática Aplicada 000076033 773__ $$g72 (2017), 596-598$$pComput. hum. behav.$$tCOMPUTERS IN HUMAN BEHAVIOR$$x0747-5632 000076033 8564_ $$s165570$$uhttps://zaguan.unizar.es/record/76033/files/texto_completo.pdf$$yPostprint 000076033 8564_ $$s138055$$uhttps://zaguan.unizar.es/record/76033/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint 000076033 909CO $$ooai:zaguan.unizar.es:76033$$particulos$$pdriver 000076033 951__ $$a2019-07-09-11:41:56 000076033 980__ $$aARTICLE