Revista Educación y Tecnología publishes papers that discuss, analyze and reflect on digital technologies in the areas of Humanities, Social Sciences and Education. Edited by the Facultad de Historia, Geografía y Letras de la Universidad Metropolitana de Ciencias de la Educación, it is aimed at researchers, academics, classroom teachers, professionals in the area, and university students. Revista Educación y Tecnología is included in Latindex, Dialnet, Google Scholar and Miar.
Universidad Metropolitana de Ciencias de La Educación
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Implementation of a mobile application as a pedagogical strategy for the writing skill strengthening in the english language.
The research aims to improve the English writing production skill of sixth-grade students at the Gaitana Fxiw Educational Institution in Colombia, who presented shortcomings in the area according to the results of the Saber 11 test. The research is carried out through a pedagogical strategy and a mobile application contextualized for this population. This investigative work is oriented towards a mixed research type in which the Sequential Explanatory Design (DEXPLIS) is applied, and its scope is descriptive. The research is divided into four phases: diagnosis, design, implementation, and evaluation. Two instruments are applied in the diagnostic phase: Pretest and checklist. Then, the pedagogical strategy, activities, and mobile application are prepared. In the implementation phase, the application is installed on mobile devices and activities are carried out. In the evaluation phase, the Posttest instrument and the satisfaction survey are applied. The shortcomings of students in English writing production are determined, but it is confirmed that there is significant progress in overcoming the initial difficulties, through the use of activities planned according to their curriculum, presented in games, videos, songs, confirming the hypothesis that students can strengthen their English writing production skill through the use of the mobile application.
Copyright (c) 2025 Educación y Tecnologí­a http://creativecommons.org/licenses/by-nc-nd/4.0
La Plataformización de la Educación: un esquema conceptual sobre la base de tres axiomas
The platformization of education is a process in which the "normal" functioning of the school we know is becoming hibryd with the incorporation of both learning and social platforms in the interactions of teaching and learning. In this thesis, we will model the process with three axioms: the techno-pedagogical, the educational management and the political. These three axioms are structured from the socio-material reality of the school. Learning management platforms organize a system of interconnected platforms. They are part of a digital ecosystem, whose structure give digital support to the interaction of the subjects within the same platforms, and in the exchange that occurs between them during the learning management process. Platformization can be a product of creative destruction as an innovative proposal that disrupts the educational field. When thinking about how to platform education, it is necessary to understand from the beginning what the uses that have already been adopted are and their strengths and weaknesses in order to project an idea that is consistent with the socio-educational demands of the system. The context of the pandemic (Covid 19) has exacerbated everything mentioned .
Usability of virtual learning environments in the teaching-learning process
The irruption of virtual learning environments in the educational process and the didactic contribution of the Internet have generated a differentiated way of visualizing educational models, as well as other written, analog and digital media have had their impact throughout history. it is the case of the newspaper, the radio, the television, the computer, to name a few. Technological advances brought a revolution in all directions, including education, which has been one of the most benefited by allowing it to innovate teaching-learning processes. Educational virtuality provides a series of tools that enable both the teacher and the student to access educational resources without obstacles due to physical, geographical and temporal barriers.
DIDACTIC STRATEGY FOR THE STRENGTHENING OF RESEARCH SKILLS IN TEACHERS OF BASIC SECONDARY THROUGH MOODLE
This article presents the results of an applied research on the strengthening of research skills in elementary school teachers through Moodle, which allows the incursion of the community in general in all research processes through the implementation of a didactic strategy to through Moodle for the strengthening of research skills in elementary school teachers of the Antonio Ricaurte Departmental Educational Institution, through a correlational quasi-experimental methodology, in which an initial diagnosis was made through an online survey on research skills, didactic strategy and use of ICT, subsequently the didactic strategy was implemented, to end with a post evaluation of the participants on investigative skills, which resulted in a positive correlation between the use of the didactic strategy and the development of investigative skills. active, concluding that teaching strategies are a good tool for training investigative skills, evidencing themselves and that the use of digital tools favors their meaningful learning. In the same way, emphasis is placed on the need to strengthen institutional organizational skills so that research is promoted in the institution.
INFLUENCE OF ICT IN THE MANAGEMENT AND CONTROL OF THE GROUP
Some novice teachers, perhaps due to lack of experience, may experience situations in which they cannot adequately control the group, so the use of didactic strategies that include the management of information and communication technology may be a good alternative. The objective of this study was to analyze the influence of the use of information and communication technology for group management and control. This study was action research. It was carried out with the participation of the 3A students of the degree in Human Nutrition, a total of 15 activities designed to carry out the intervention in the English subject were used. The results of the intervention showed that the use of information and communication technologies increased group management and control thus influencing their academic performance.
El porvenir de la aplicación pedagógica de las TIC en Educación Superior en la Facultad de Pedagogía de la Universidad Veracruzana
Education is a complex process that requires seeing it from multiple perspectives, one of which has to do with Information and Communication Technologies (ICT), the incursion of ICT in the higher education process has had many historical implications and development, in the particular case of the Universidad Veracruzana, its incursion, use and appropriation has taken on very important aspects in the educational development of the state of Veracruz, Mexico. But this process has a panorama of greater interest when it occurs in the field of the Bachelor of Pedagogy since it refers to the link of the career that seeks to shape future trainers and its link with ICT, hence it is necessary to understand its future .
Copyright (c) 2023 Educación y Tecnologí­a
Blockchain: towards educational proposals
The objective of this chapter is to propose some considerations in the educational and school environment based on blockchain technology and its implications, to try to advance, advance, paradigms that could be anticipated and adequately resolved . Therefore, at first it is presented how blockchain technology arises; then, what is blockchain technology, that is, its functionality; Likewise, it will be described in a third moment the part of reliability and digital security will be analyzed; as a fourth section, it will delve into the laws and the use of this technology in Mexico; and, finally, pertinent proposals will be made for the educational and school environment, as well as to proceed to the conclusions as a summary.
Pizarras digitales e interactividad en el aula: estilos de uso y principales factores que afectan su adopción
This paper presents a revision and analysis about the pedagogical use of low-cost interactive whiteboards (IW) in interactivitys context or interactivity styles in which they are used or can be used in classroom. Consequently, this paper describes the main issues why they are chosen and used in the classroom. For this purpose, different styles of interaction are characterized in relation to whole-class interaction categories for interactive technologies. Finally, a number of factors are enumerated according to each teachers usage of the interactive whiteboards.
Innovación educativa con TIC. Google docs, una herramienta para la construcción social del conocimiento en la FID
Abstract:Innovation in education is a challenge for every single educator because it involves the analysis of their context in order to optimize the procedures that are intended to generate learning. Information and communication technologies can become an important contribution to the development of a high quality education in this century. Nevertheless, it is essential to bear in mind that ICTs are just tools and not the objective; therefore it is fundamental to learn how and why we integrate them in the teachinglearning process, and which will be the role of those who will be part of the process. Initial teaching training also faces the challenge of contributing to the construction of a better education. This is the why in the following article describes its characteristics by linking them to both previously indicated themes.
Use of a mobile app as an alternative to learning fractional operations in high school students during the COVID-19 pandemic. Case: Industrial Technical High School No. 15
Hoy en día nuestro país presenta un confinamiento con la activación de la jornada nacional de sana distancia debido a la enfermedad infecciosa del coronavirus (COVID-19) afectando las clases presenciales y a su vez el proceso de aprendizaje en todos los niveles educativos, es por esta razón que se diseñó una aplicación para celulares que ayuden a las alumnas y alumnos a resolver problemas matemáticos de fracciones, los cuales anteriormente el profesor les enseñaba en al aula en forma presencial, pero por el confinamiento los estudiantes tiene que abordar solos o en compañía de sus padres la resolución de este tipo de ejercicios. La investigación tiene un enfoque cuantitativo con diseño cuasiexperimental (Hernández et al., 2014) utilizando una correlación de Pearson para la comprobación de la hipótesis, en la representación de los datos se empleó el software estadístico Minitab 16, los resultados indican que existe una correlación positiva media es decir que durante el aislamiento social derivado de la suspensión de clases la utilización de la aplicación mejoró la resolución de ejercicios fraccionarios durante el confinamiento. Los hallazgos permiten establecer futuras líneas de acción que contribuyan al desarrollo de nuevas estrategias didácticas que mejoren los procesos de enseñanza y aprendizaje en ejercicios matemáticos con la utilización de las tecnologías de la información y la comunicación.
Web accessibility in Chile: evaluation of an educational portal
This mixed research with a quantitative predominance aims to establish the relation that exists between the design of inclusive web technologies with the current legislation in Chile. Current regulations are analyzed, based on the Web 2.0 Accessibility Guideline of the Web Accessibility Initiative of the World Wide Web Consortium Level AA. The Educarchile portal is evaluated in two moments with 4 automatic online tools, then a manual evaluation was applied to verify the preliminary results and finally the Usability Test was applied in a person with visual impairment. Basic design problems were evident, such as the absence of alternative texts in required elements and the absence of a Site Map, therefore it is considered a non-accessible site, but with adequate usability, as it does not present any inconvenience in the experience of user navigation.
Copyright (c) 2022 Educación y Tecnologí­a
Distribución de tareas en proyectos estudiantiles de computación
After a decade of introducing a programming curriculum in technical and vocational schools in Argentina, there is scarce knowledge about how schools offer these content knowledge inside the classroom. Due to the discipline 's relevance, many students develop computer science abilities outside of the school. Among computer users and developers, hierarchies emerge such as the hackers, nerds, computer savvy, etc. Taking into account these learning traits within the computer science discipline, we asked how is computer programming teaching organized in technical and vocational schools and how do students- with different gender and digital capital- experience the distribution of content knowledge within the classroom. Based on case studies with ethnographic contributions, we collected information from three technical and vocational schools. Classroom observation and teacher and students interviews showed that students with different digital capital and gender received very different learning experiences in the classroom.
Conditions in the adoption of digital technologies to support curriculum management
This research aimed to understand the conditions that affect the integration of Technologies to Support Curriculum Management (TAGC by its Spanish acronym) in educational establishment. Data collection and analysis techniques, typical of the qualitative research, were used, such as in-depth interviews and a focus group of seven teachers, who were users of a management platform. Results indicated that there are first-order conditions related to the school and second-order conditions associated to personal aspects that influence the integration and adoption of the TAGC in teachers and school principals. The conclusion makes it possible to establish that, prior to the adoption of TAGC in teachers and directors-teachers, it is necessary to address the different conditions that interfere in this process, otherwise, educational technologies will continue to coexist with teaching practices, without reaching their potential contribution. This study contributes to the understanding of the integration of digital technologies in processes of school administration.
Invirtiendo la clase: una oportunidad didáctica para el aprendizaje autónomo y cooperativo.
The article describes an educational experience implemented based on the pedagogical model Flipped Classroom or aula invertida, among subjects in the third year of middle school or high school from a vulnerable school context in the Coquimbo Region, Chile. The interest in investing the class arises after identifying a depressed autonomy and lack of protagonism on the part of the students in the conduct of their teaching-learning process, a situation identified through a participatory diagnosis by the teachers of the educational community . The results obtained through semi-structured interviews, didactic interviews, in addition to the use of the reflective journal and through constant analysis of the documents that emerged in the training process, allow us to infer that both the design and the phases following adaptation to innovation Didactics must be understood as a progressive and complex process, determined by the role of the teacher as facilitator of the didactic processes, thus modeling the expectations, both personal and also of the students. It is concluded that the methodology and its didactic turn allow a more complete understanding of the didactic act in non-contact contexts, revealing a triad between autonomy, technology and teacher mediation, seeking a more autonomous and cooperative work in the classroom.
Copyright (c) 2021 Educación y Tecnologí­a
Use of the ICT by the academic community in a public university, Costa Rica
The objective of this study is to analyze the use of Information and Communication Technologies (ICT) by the academic staff of a public university in Costa Rica. In this project, a simple random sampling was carried out in order to obtain a sample of 182 officials (N = 1134) from different academic units of the institution's headquarters. Instruments and materials: an ICT use questionnaire was prepared with 21 questions. Statistical analysis: a descriptive analysis was carried out in each question, by different services synthesized in these, such as through a general index of use of ICT (IGATIC) to determine if there is a relationship between the IGATIC with the labor condition, the area of knowledge and age using a t-Student test for the difference of means and two Kruskal-Wallis tests, one for each factor. The analysis of the information was carried out using the statistical software R, version 3.3.5. Results: regardless of gender, age or area of ​​knowledge, the academic population makes moderate use of ICT. It is possible to see a low use of bibliographic managers. Another result is that most of the people surveyed use Open Access databases and few use paid databases. Another piece of information is that the perception of academic staff regarding the Internet connection provided by the institution ranges from good to excellent. It is concluded that academic staff prefer to use office tools, either to create, edit or store documents.
Students' perception of the acquisition of competence in digital content creation with gamification
Teacher training in Digital Teaching Competence (DTC) should be facilitated through innovative approaches such as gamma-mapping. In this study, it is verified through a questionnaire how gamification affects the interest and perception of learning technology in a master's degree in distance education, and if there are differences according to variables, such as gender and age, in the acquisition of the Digital Content Creation dimension of the DCC. The results show an improvement in the perception of knowledge after the experience. We found differences in terms of previous knowledge in the creation of videos and programming, and in terms of previous interest in the use of the POI and content enrichment. These results allow us to conclude that the experience facilitates the perception of the acquisition of the skills studied and allows us to make proposals for improvement.
Uso de Google Drive como estrategia de enseñanza aprendizaje en asignaturas de investigación en alumnos de nutrición
Scientific research in nutrition is essential to improve the quality of life of populations, identify health problems, propose health strategies and plans for the prevention of the most prevalent diseases, so it is necessary to encourage students' interest in subjects related to research using innovative teaching strategies and practices that promote individual and collaborative learning. The objective of this research is to identify how the use of Google Drive as a teaching-learning strategy contributes in the subject of research and development of degree I projects in nutrition students. The approach is mixed, concurrent, and exploratory. 117 students from the Faculty of Nutrition Sciences of the University of Morelia were taken into account. The use of Google Drive as a teaching-learning strategy was implemented, contemplating various activities according to the programmatic content of the subjects and at the end of the semester a questionnaire was applied on the use of Google Drive as a teaching-learning strategy. 97.9% considered that Google Drive is a good teaching-learning strategy, 95.7% indicated that its use helped them learn and made it easier for them to carry out their research projects, and 97.9% indicated that it helped them to work collaborative. In conclusion, it is mentioned that the use of Google Drive is a teaching-learning strategy that contributes to working collaboratively, in real time, comfortably, dynamically and that provides a new way in which the teacher and student can carry out personalized monitoring. in each of the research projects that are carried out.
Promoting Pleasure through Reading through ICT: Bibliographic Review of Initiatives for Students in the School Stage in Latin America
Reading is one of the main learning tools used by students. However, this ability should not only be used as a learning tool in schools, but should also form part of leisure activity. Various studies have proven that pupils who read for pleasure perform better not only academically but also in their personal and professional life. For that reason, in this research we are presenting bibliographic revision of various initiatives that were promoting reading for pleasure among school students in Spanish speaking countries. Analysis is focused on what, when, where and how things have been approached to create reading a pleasant experience.
Copyright (c) 2018 Educación y Tecnología
Las páginas virtuales en los procesos de interpretación del lenguaje no verbal
Children need to be included in the literacy culture and part of it means that the school must provide elements for them to read not only by decoding linguistic and lexical elements, but by constructing their understanding about a diversity of senses and meanings that texts and children have. From the very beginning in primary education children need to face situations in which they increase and improve their interpretations abilities. For these reasons, in the present academic work there is a main objective which is to develop nonverbal language abilities of interpretation in fourth grade students. It is developed on the theoretical supports of three disciplinary fields: kinesics, proxemics and semiotics for the construction and understandings of discourses. Also, it is important to emphasize that the present initiative has a pedagogical support on constructivism which is used as a basis for the students to socialize their acquired knowledge. In addition, the Flipped Classroom or Inverted Classroom method encourages the strengthening of learning from the application of a WIX virtual page where it integrates the general didactic strategy that is the method along with the design of the activities both for the virtual as for the face-to-face, Students will develop inferential and critical reading skills. This document is divided in three main parts: the theoretical discussion, the practical framework and the analysis of results. The theoretical framework, which corresponds to the first chapter presents the discussions about nonverbal reading from three different perspectives: kinesics, proxemics and semiotics. The second chapter consists on the description and identification of the methodology which includes the instruments, population and the pedagogical design. In the third chapter, he results are presented, analyzed and discussed.
Copyright (c) 2020 Educación y Tecnologí­a
Review of the key success factors of e-learning system in higher education: a multi-agent perspective
The educational environment has been transformed as a consequence of IT integration. In this sense, online education continues to evolve and its success has become a challenge. Therefore, the objective of this work is to identify the key success factors of e-learning programs, considering the student, teacher, institution and experts point of view. A review of the scientific literature that has analyzed the success factors of the e-learning system was carried out, taking into account the vision of one or several of the involved agents mentioned. Finally, 49 papers were selected and analyzed. The results set out in detail the key success factors for each agent. This work contributes to the academic literature by concentrating on an article the knowledge developed on the success factors of the online teaching system.
Profesores y estudiantes ¿cuán similares son sus percepciones acerca del uso de las TIC en diferentes momentos, contextos y ámbitos?
El objetivo de la presente investigación es contrastar las percepciones de docentes y estudiantes chilenos sobre las contribuciones (y limitaciones) que las TIC tienen en el aprendizaje en distintos momentos, contextos y ámbitos. Para ello, se entrevistó a profesores y estudiantes de 11° grado de establecimientos particulares subvencionados de la Región Metropolitana en Chile. Los resultados muestran que los actores comparten gran parte de sus opiniones sobre aspectos positivos y negativos del uso de TIC, sin embargo, los entrevistados disocian claramente el uso y contribuciones de las TIC dentro y fuera de sus escuelas, mostrando una concepción escolarizada sobre el aprendizaje. De este modo, se sugiere que la simple integración de TIC al mundo escolar no asegura la conexión entre distintos contextos y momentos de aprendizaje.
Tecnologías educativas y estrategias didácticas: criterios de selección
Este estudio acerca de la selección de estrategias didácticas que favorecen la práctica pedagógica a través del uso de las TIC, se realizó bajo un enfoque cuantitativo y cualitativo en una escuela de la ciudad de Duitama, Colombia. A través de entrevistas, registros y cuestionarios aplicados al personal docente de la Institución, en la primera fase se lograron explorar los factores y criterios que se deben tomar en cuenta en la selección de estrategias didácticas para la implementación de proyectos de Tecnología Educativa. En una segunda fase, se consiguió plantear las características del contexto escolar que influyen en dicha selección de tecnologías. Los resultados muestran que las TIC se consideran un aliado tanto para la Institución, en cuanto al desarrollo de Proyectos de Tecnología Educativa a través de planes y programas, como para el docente siendo estas un valioso recurso que apoya el proceso de enseñanza-aprendizaje que ocurre dentro de las aulas.
Articulación de material concreto y tecnológico, una experiencia de éxito desde los registros de representación semiótica
Este trabajo se focaliza en un material educativo que articula lo concreto y digital que está dentro del mercado tecnológico educativo de Chile y algunos países de Latinoamérica. Con la premisa de que el uso y conversión de dos o más registros de representación semiótica de un concepto implica la comprensión del concepto, nos planteamos como objetivo estudiar el material mencionado, en términos de los registros de representación y su impacto en la comprensión de las tablas de multiplicación de números naturales al emplearlo con alumnos chilenos de 8 a 10 años. Con una metodología cuantitativa, analizamos el material considerado y las producciones de los alumnos al trabajar con dicho material durante una clase. Los resultados arrojan que el material considera una variedad de registros de representación, de tratamiento y conversión de éstos, y además, tienen una influencia positiva en la comprensión de conceptos matemáticos al implementarlo en una clase.
Uso de tecnologías en la enseñanza de lenguas extranjeras: desarrollo del proyecto de formación de tutores para el ambiente virtual de aprendizaje LET.
Este trabajo presenta algunos aspectos del desarrollo de un curso de tutores, en el Departamento de Línguas Estrangeiras e Tradução (LET), utilizando el moodle, como apoyo a la clase presencial. Se observó que el moodle era utilizado como un depósito de artículos para lectura y posterior discusión en clase. Surgiendo la pregunta: ¿Será que el moodle puede ser utilizado como soporte a las clases presenciales? Se notó la necesidad de crear un grupo de tutores, que pudiesen entender la nueva realidad de la enseñaza. Aqui se describirá los desafíos del proyecto y explicará conceptos que estos alumnos tenían previamente sobre el uso de la web y de las tecnologías en la graduación, los avances del proyecto para desarrollar nuevas concepciones de aprendizaje en los cursos de Letras.
Aprender a conocer mi barrio a través del WebQuest: estrategias de enseñanza utilizando como recursos las TIC desde la Didáctica de las Ciencias Sociales
El presente artículo realiza un repaso sobre la importancia de las TIC en educación tomando como base la utilización de la estrategia de enseñanza conocida como WebQuest. Se realiza una revisión sobre sus características, funciones, objetivos e importancia para la actividad educativa y el aprendizaje significativo de los y las estudiantes. Para finalizar se entrega una propuesta de construcción de WebQuest sobre el tratamiento del contenido de Espacio Territorial, dejando a disposición de los lectores indicaciones para su construcción, ideas, rubricas evaluativas, entre otros.
Evaluación multicriterio/multiobjetivo aplicada a datos sobre educación: una primera aproximación
La integración de las técnicas de Evaluación Multicriterio (EMC) y Evaluación Multiobjetivo (EMO) con herramientas de análisis estadístico y los Sistemas de Información Geográfica (SIG), constituyen una poderosa metodología para abordar diversas variables de la dimensión territorial en Educación, desde nuevas perspectivas y dimensiones. El objetivo de este trabajo es realizar una primera revisión teórica sobre la metodología EMC/EMO para los usos y definiciones en el ámbito de los estudios sobre Educación, con el fin de determinar acciones y políticas que puedan ser representativas, los más adecuadamente, de la realidad territorial en que se desenvuelven. También se presentó a modo de ejemplo, el desarrollo metodológico de un modelo de EMC/EMO con variables educativas y los posibles alcances.
Los yoremes de Sinaloa y su inclusión a la sociedad de la información
Se analiza desde un punto de vista sociointercultural la yuxtaposición de la etnorregión yoreme con la sociedad de la información. De las innumerables dimensiones de la retórica de la información al menos tres de ellas describen no sólo las asimetrías, sino las asincronías que al considerar el tiempo se presentan entre la realidad del pueblo yoreme mayo de Sinaloa y las aspiraciones globales. Estas dimensiones son: 1) los derechos lingüísticos de las comunidades indígenas en el nuevo contexto de aceptación de la diversidad étnica y cultural, 2) el impulso de las nuevas políticas de acceso a la información pública y 3) las aspiraciones globales de conformar una sociedad de la información y del conocimiento con el uso de las Nuevas Tecnologías de la Información y la Comunicación (NTIC). Se plantea en esta ponencia que la interacción de estas tres dimensiones resulta en una enorme distancia con los objetivos planteados por los principales organismos nacionales y mundiales que han apostado el futuro intercultural de la humanidad y de la sociedad de la información.
Algunas reflexiones sobre el uso de la tecnología en educación
El presente ensayo es una reflexión de las autoras acerca de la repercusión de las nuevas tecnologías dentro del contexto educativo ecuatoriano, tomando como referentes los criterios de destacados investigadores en este ámbito. Aborda la relación entre tecnología y educación y la importancia del diseño adecuado de los procesos de innovación educativa cuyo objetivo es la introducción de las tecnologías en las instituciones educativas. Hace particular referencia a las plataformas educativas, sus diferentes tipos y usos, ventajas y desventajas. Finalmente, se plantean algunas ideas acerca del proceso de enseñanza aprendizaje en los campus virtuales, resaltando la importancia del papel del docente como e-mediador y de la existencia y puesta en práctica de un modelo educativo como claves para el éxito de la enseñanza virtual.
Video Juegos y Estudios de Género: Una apuesta al cambio desde la formación de profesoras y profesores en Artes Visuales
El presente documento reflexiona y debate en torno a la relación entre Tecnología y Género, teniendo como eje central la definición de los procesos de construcción de la noción de mujer en los videojuegos digitales. Para ello, se discute sobre el rol del mercado, diseñadores y potenciales consumidores de dichos productos como un campo de estudio bajo la Cultura Visual y los Estudios de Género, por cuanto permiten a futuros/as docente en Artes Visuales actualizar sus capacidades de egreso ante la proliferación de imágenes de lo femenino en la Cibercultura.