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Introduction. Schools have been self-constrained in outdoor activities due to the fear of students getting lost. It is a limitation for the school staff, and a constraint for students. However, few studies are developed regarding the possibilities of geolocation as a solution. Aim. The aim of the study is to explore this brand-new issue that could benefit the management of 21st century schools. The study was developed from a qualitative perspective with a sample of 51 members of an educational community. Methodology. The methodology included surveys to analyze the level of students’ autonomy and the security felt by parents, teachers, directive team and students when using these devices. Results. Show that using geolocation devices in field trips improves the sense of security and allows for students to develop autonomous skills. Conclusion. Geolocation in education from an organizational point of view has a lot of potential but it is an understudied field that needs more research.
", "languages": [ { "id": "eng", "title": { "en": "English" } } ], "publication_date": "2021-04-04", "publisher": "Zenodo", "resource_type": { "id": "publication-preprint", "title": { "de": "Preprint", "en": "Preprint" } }, "rights": [ { "description": { "en": "" }, "icon": "cc-by-nc-nd-icon", "id": "cc-by-nc-nd-4.0", "props": { "scheme": "spdx", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode" }, "title": { "en": "Creative Commons Attribution Non Commercial No Derivatives 4.0 International" } } ], "subjects": [ { "subject": "school management" }, { "subject": "geolocation devices" }, { "subject": "security" }, { "subject": "GPS" }, { "subject": "autonomy" } ], "title": "Incorporation of Geolocation Devices in Educational Centers", "version": "v1-2021-03-10" }, "parent": { "access": { "owned_by": { "user": 63277 } }, "communities": { "default": "faea3b0a-37ff-4660-83b5-e1d0a0b727f2", "entries": [ { "access": { "member_policy": "open", "members_visibility": "public", "record_policy": "open", "review_policy": "open", "visibility": "public" }, "children": { "allow": false }, "created": "2019-11-06T19:04:37.008627+00:00", "custom_fields": {}, "deletion_status": { "is_deleted": false, "status": "P" }, "id": "faea3b0a-37ff-4660-83b5-e1d0a0b727f2", "links": {}, "metadata": { "curation_policy": "", "page": "Educare Electronic Journal is edited and published by Center for Research and Teaching in Education (CIDE, by its acronym in Spanish) from Universidad Nacional, Costa Rica (National University, Costa Rica). It is an international, academic, electronic Journal. The journal is published quarterly: the first number covers January to April and is published on January the 1st; the second one, covers May to August, and is published on May the 1st. The third number is published on September the 1st and covers September to December.
\r\n\r\nEducare’s aim is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, Educare offers a space for exchange, dissemination and promotion of Education.
\r\n\r\nts thematic coverage is education in all its disciplines and applications. The Journal's target audience is constituted by the national and international community of researchers, students, degree and postgraduate careers and all the public that is interested in the diversity of disciplines of education.
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