EducaT: Educación virtual, Innovación y Tecnologías
e- ISSN: 2745-2107 Printed ISSN: 2745-2115 Editor: Nydia Patricia Gutiérrez Domínguez Start: 2020 (ROAD) Periodicity: Semi-annual Country: Colombia Language: Spanish DOI: http://doi.org/10.22490/issn.2745-2115 EducaT: Educación virtual, Innovación y Tecnologías is a journal of the School of Education Sciences at UNAD, dedicated to the dissemination and production of knowledge in virtual and distance education, fostering exchange and collaboration among peers at national and international levels. It covers areas such as Education, Innovation, and Technologies, with focuses on educational innovation, learning in virtual environments, mediated pedagogies, and inclusive education. Aimed at researchers, educators, students, and the general public interested in new trends, pedagogies, and technologies applied to virtual education, the journal seeks to publish research and promote the development of academic spaces, strategic alliances, and international dialogue in this field.
The situated learning of English and its construction from Chomskyin the language and motivation of students in the 1st year ofsecondary education
Regarding the research, it is proposed: Situated learning of English and its construction from Chomsky in the language and motivation of first-year secondary school students. Likewise, the objective is: To recognize generative grammar in the acquisition of vocabulary for the processes of language development of English as a second language, in first-year secondary school students. Also, the following methodology was used in this research under the action research paradigm, its main characteristic is the use of the qualitative method, which is why it focuses on working with the pedagogical field. The type of sampling that adheres to this research is non-probabilistic, the technique used in the survey is for both variables and the instrument is the questionnaire and interview. The universe is 950 students, the sample is 320 students and the sampling is 40 adolescents who are, 20 men and 20 women who are between 12 and 13 years old, from the first year of secondary education. Consequently, by examining the context, she realized some of the students' concerns. It is necessary to take them into account, build their confidence, encourage them to socialize, and involve them in role-playing where they feel comfortable working as a team, listening, speaking, reading, and writing a second language. In conclusion, if it is possible to develop activities with the help of teaching strategies and the use of the institution's technology, such as projectors, computers, and videos, this is what can be most attractive to adolescents and spark interest in teaching and learning a second language in English.
Copyright (c) 2025 EducaT: Educación virtual, Innovación y Tecnologías https://creativecommons.org/licenses/by-nc-nd/4.0
Teachers’ perceptions of reading practices in a project based onthe logical framework approach
This study examines the difficulties in Reading comprehension among university students in the Faculty of Health Sciences. The objective was to identify teaching practices from the perspective of the teachers themselves and to propose improvements from a metacomprehension approach. An exploratory-descriptive applied research study was conducted, implementing a social intervention design structured according to the logical framework project methodology. The sample consisted of 58 teachers, who responded to a self-report survey entitled “I self- evaluate my strategies for reading comprehension in the classroom”, based on Flavell’s (1979) postulates regarding metacognition: knowledge and regulation of one’s own thinking. The results showed that teachers intentionally plan the reading purpose and select appropriate texts, but revealed weaknesses in the implementation of pre-text strategies, support during reading, and in the detection of student distractions. Based on these findings, an intervention based on metacomprehension strategies focused on planning, monitoring, and evaluation is proposed to promote self-regulated reading processes. This proposal is articulated from a logical framework, with teachers as the protagonists of change. It is hoped that this intervention will strengthen reading comprehension in the university context from a speech therapy perspective that promotes strategic and reflective thinking on the part of the reader.
Metalinguistic Awareness in Bilingualism: Reflections from the Second Conversation “Long live the Word” in the Caribbean Region
Metalinguistic awareness refers to the ability to reflect on language and its structures, as well as to analyze and manipulate linguistic aspects consciously. In the context of bilingualism, this awareness acquires a particular dimension due to the interaction between two or more linguistic systems in the speaker’s mind. Therefore, in this reflective article, we analyze the theoretical postulates that connect and frame metalinguistic awareness as a fundamental capacity in the development of the bilingual process, defining its components and benefits in terms of enhancing higher mental abilities or executive functions. Additionally, bilingualism is defined from a sociocultural perspective, with language seen as a product of culture and society. Finally, four key doctrines are outlined, derived from the relationship between metalinguistic awareness and bilingualism, and summarized in terms of the interconnection between language, mind, and culture.
Operational model for collaborative work in research centers in Latin America
Research centers are organizations whose purpose is to create new knowledge and are called upon to generate developments in applied science, playing a fundamental role as generators of scientific advances, which has not been fulfilled in Latin America, since the results obtained are mostly basic science with a low impact in the practical sphere. The purpose of this article is to present the operational model proposed by Linares (2024), which is part of his doctoral thesis, as a contribution to strengthen operational management in research, based on the results obtained by the author from a population sample of research centers in 18 countries of the region. This research was carried out according to the quantitative paradigm. The structure of the operational model is presented below; it allows setting a strategic plan based on a series of recommendations to strengthen the operability and scope of science management and knowledge construction. The main conclusion is that the problems affecting the research centers are multidimensional due to a series of weaknesses that affect the performance of these institutions and the development of R&D projects, highlighting deficiencies in technological exploration, structural aspects and budgetary issues
Digital Competence in High Education Teachers in Virtual Learning Environments
Bearing in mind that teachers’ digital competence is key in the new society of knowledge in order to qualify the educational practice, this research explored that competences of 120 professionals that work in Higher Education, who took the course “Certification e-Mediator in Virtual Learning Environments” from Universidad Nacional Abierta y a Distancia, in 2020, 2021, and 2022 in order to identify the trends towards the use, application, formation, and attitude to ICT. The design was quantitative non-experimental longitudinal of trend, using two tools: sociodemographic survey and the questionnaire “Digital competence of teachers in Higher Education” validated by Agreda et al., four dimensions were addressed: Digital literacy, Educational methodology through ICT in the classroom, Formation of teachers and Attitude towards ICT in Higher Education. The results show the trends, and likewise the innovative paths of formation for teachers’ educational processes.
Jorge Hugo Hernández Villamil Hernández Villamil
Formative evaluation in diverse contexts: analysis of practices and improvement proposals in six educational institutions in Colombia
Transformation of evaluation practices in the Colombian educational context: towards a training, inclusive and quality model. This study analyzes evaluation practices in six Colombian educational institutions with the purpose of improving educational quality through the implementation of training approaches. The central objective is to examine pedagogical and curricular trends in evaluation, focusing on the articulation between student learning and curricular coherence. The research uses a qualitative methodology based on the analysis of data collected through surveys, semi-structured interviews and participant observation in urban and rural contexts in the departments of Atlántico, Magdalena, Quindío and Tolima. The results allow us to identify significant evaluation practices, such as the integration of quantitative and qualitative methods, as well as persistent challenges, including student anxiety regarding traditional evaluations. The conclusions highlight the need to adapt evaluation strategies to sociocultural contexts, promote reflective self-assessment, and strengthen teacher training in formative evaluation. This work provides practical guidelines for the transformation of evaluations towards an inclusive model that prioritizes meaningful learning and the comprehensive development of students, contributing to the advancement of educational policies aligned with contemporary demands.
Financing fund for access to the higher education systeucation system
The goal of this article is to explore the reasons behind the design and implementation of various financing strategies that enhance access to public higher education in Colombia. Specifically, it focuses on a condoned financing scheme that targets citizens from socio-economic strata 1, 2, and 3, aiming to facilitate their entry into the official higher education system within the municipality of Soacha, Colombia. To achieve this, a non-experimental method is proposed, which utilizes content analysis techniques to study documentary records related to educational public policies. The findings indicate that gaining access to higher education in Soacha presents significant economic, political, and cultural challenges. The strategy pursued in this research aims to validate the socioeconomic conditions influencing access to higher education in the area through an econometric model. A logistic regression model has been selected as the most suitable for this analysis, given that the dependent variable is dichotomous, allowing for the relaxation of normality assumptions. The intent is to demonstrate how effectively managing resource funds can lead to enhancements in educational quality, particularly regarding access and coverage. These aspects involve subsidized strategies where beneficiary students propose their research initiatives to contribute to the territorial development of their respective regions.
Toolbox to Improve the Viability of Productive Projects Formulated by Apprentices Articulated with SENA Fusagasugá
This study aims to improve the viability of productive projects formulated by apprentices in the articulation program with secondary education at SENA Fusagasugá. To achieve this, an interactive pedagogical toolbox was designed and validated, promoting educational innovation by facilitating the understanding and application of key financial concepts. A mixed-method approach with a descriptive-correlational scope and the Design Thinking methodology was employed. The sample included 132 apprentices, applying entry behavior tests and a test-retest approach with a 95% confidence level and a 5% margin of error. The reliability of the instruments was validated using Kuder-Richardson KR20 (91%). Additionally, Focus Groups with experts and a PESTEL analysis were conducted to assess external factors. The results showed a 50% improvement in average performance, with increases in SWOT analysis (+56.8%) and cost calculation (+53.0%). The toolbox strengthened financial skills and enhanced autonomy in decision-making. It is concluded that educational innovation transforms technical training, although it faces technological limitations in rural environments. It is recommended to scale this model to other technical education programs and integrate artificial intelligence and augmented reality to optimize financial viability teaching.
Fawvel Raymunnikola Dimitrowack Martínez Velandia
Components of Meta-linguistic Awareness in Bilingual and Monolingual Schoolchildren
Brain activity in bilinguals has been the subject of study in recent decades due to the divergence in cognitive processes and abilities that reveal an increase compared to monolinguals. The purpose of this research is to analyze the relationship between the components of meta-linguistic awareness in bilingual and monolingual fifth graders, whose mother tongue is Spanish (L1), and who are learning English as a foreign language (L2). A non-experimental transectional design was used in a sample of forty-five children belonging to two private schools in the city of Barranquilla, where the Tham-2 instrument was applied. Tham-2 measures meta-linguistic awareness in the correlation of the phonological, syntactic, semantic, and pragmatic components. The results obtained show significant differences between bilingual and monolingual students, identifying higher scores in meta-linguistic awareness in monolingual students.
Copyright (c) 2024 EducaT: Educación virtual, Innovación y Tecnologías https://creativecommons.org/licenses/by-nc-nd/4.0
Cinema and the use of digital tools for the appropriation of human rights in the classroom
Cinema as a social representation implies the use of multiple elements of communication that, in turn, makes it possible to address various topics that can touch the daily life, imagination and emotionality of the participants, which is why it can become an excellent tool for education in the area of social studies, its inclusion for the management of issues such as human rights is invaluable. Cinema also generates creativity, reflection and critical thinking in students, which ultimately contribute to the educational process. In the classroom, films can be used either as work material or for the creation of videos for the expression of various topics and everyday situations close to the student, in any case, the image and sound can contribute to the construction of knowledge, in the expression of emotions and even in the resolution of conflicts in the classroom. However, in a large number of educational institutions there are conflicts that affect the daily life in the classroom, some problems even lead to school violence, which is why the search for initiatives and proposals to mitigate these situations is urgent. In this context, tools such as film and video can be incorporated in the classroom to support the appropriation of human rights, a topic that can have a great impact on conflict mitigation. This article presents a reflection on the subject from the author's own experience.
Virtual Philosophical Education for the Social Reintegration of Incarcerated Individuals
This reflection paper is developed within the framework of the philosophical workshops of the international BOECIO project, guided by a research group from the UNAD School of Educational Sciences. These workshops were held in two penitentiary institutions, one located in Colombia and the other in Argentina, in the second half of 2023 through the virtual modality. Although the use of this modality has allowed the project to overcome limitations and expand educational inclusion for Incarcerated Individuals, it has also revealed challenges associated with connectivity problems and lack of familiarity with Information and Communication Technologies (ICT). It is argued in favor of providing ICT access and qualification to incarcerated individuals, supported by the philosophical approaches of Nussbaum & Sen, who advocate for integral human development and the recognition of dignity. Despite the limitations, the proposal advocates for the establishment of effective regulations that balance access to information in accordance with penitentiary and constitutional regulations, ensuring the right to information while facilitating the re-so-cialization and social reintegration of incarcerated individuals
A eficácia de conversas interativas com ChatGPT na simulação de cenários de comunicação da vida real para adolescentes alunos de inglês nível 5 no Centro Cultural Colombo Americano-Cali
Esta pesquisa aborda a necessidade de alunos adolescentes do Centro Cultural Colombo Americano no Programa de Inglês para Adolescentes praticarem a língua inglesa em ambientes ou contextos reais. Aproveitando a inteligência artificial, especificamente a plataforma Chat GPT e prompts direcionados, buscamos avaliar as percepções dos alunos e sua eficácia na prática por meio de conversas interativas. Baseado no Conectivismo, este estudo ressalta a importância de integrar tecnologias emergentes na educação. Além disso, a pesquisa aplica os princípios do Ensino de Línguas Comunicativas (CLT), Construtivismo, Aprendizagem Baseada em Tarefas (TBL) e Aprendizagem Situada para facilitar a comunicação real. O estudo utilizou três guias abrangentes para estruturar as sessões de prática, cada um incorporando aspectos da abordagem comunicativa e aprendizagem baseada em tarefas para gerar cenários diversos e realistas para conversas interativas. Por meio de uma abordagem de métodos mistos, incluindo pesquisas pré e pós-intervenção, diário de campo, análises de vídeo e feedback dos alunos, exploramos os desafios, benefícios e percepções dos alunos sobre o uso do ChatGPT para prática de idiomas. Concluindo, a pesquisa teve como objetivo avaliar e equipar os participantes com as ferramentas necessárias para começar a usar a plataforma ChatGPT de forma eficaz, aprimorando sua proficiência no idioma e promovendo experiências de aprendizagem personalizadas. Este estudo contribui para entender como ferramentas orientadas por IA podem dar suporte à aquisição de idiomas e oferece recomendações práticas para integrar tais tecnologias em ambientes educacionais.
Analysis of suicidal ideation expressed in social networks using a deep learning model.
The objective of this article is to analyze the suicidal ideation expressed in the comments posted on a discussion group on social media, by means of a pre-trained deep learning model BERT (Bidirectional Encoder Representations from Transformers). To approach the research, the method of knowledge discovery in databases (KDD) is used, characterized by the extraction of quality information, which allows to generate conclusions based on relationships or models identified within the data. As a result, it should be noted that the analysis of social media data indicates a high probability of negative intent with suicidal ideation in most of the messages. Benchmarking highlights the superiority of the BERT model in deep learning applications, especially in text analysis, thanks to its ability to understand complex patterns in unstructured data. Additionally, it is noted that searching for information about suicide on-line not only reveals inquiry about suicidal methods, but also the search for resources for help and support to manage emotional distress. Some keywords in social media comments significantly increase the likelihood of posting suicidal ideation in the future. The study concludes that the proposal for a web application highlights the need for improved tools to address suicide challenges in digital environments. The use of artificial intelligence and machine learning facilitates early detection and timely intervention to promote mental health
Deep learning (UNESCO Virtual Health Library)
El pódcast como formato de narrativa digital para aumentar la motivación lectora en estudiantes de primaria
Las narrativas digitales han empezado a emplearse como estrategia pedagógica en educación. En este marco, este primer estudio tiene como objetivo evaluar el efecto en la motivación lectora del taller Narrativas Digitales: Pódcast. Se emplea un diseño cuasiexperimental con medición pre y post. La muestra fue intencional y estuvo conformada por 51 estudiantes de grado 5° de dos cursos diferentes. Para medir la motivación se aplicó el Cuestionario de Motivación Lectora para adolescentes, adaptado y reducido. El análisis de datos se realizó con la prueba “t student”. Los resultados permiten afirmar que el taller aumenta la motivación hacia la lectura en uno de los cursos, aunque no con significación estadística. Se encuentra que la narrativa digital en el formato de pódcast es una aproximación innovadora que puede llevar a resultados efectivos para incentivar la lectura en el ámbito escolar.
Copyright (c) 2023 EducaT: Educación virtual, Innovación y Tecnologías https://creativecommons.org/licenses/by-nc-nd/4.0
Correlation between quality indicators in basic and secondary education and factors of access and use of ICTs in Colombia for the year 2022
Access to Information and Communication Technologies (ICTs) is essential today, as it enables interaction among digital communities and facilitates access to information. Its relationship with education is a current field of study, particularly its impact on the quality of educational processes. This study aims to determine the conditions of access to and use of ICTs that correlate with the quality of basic and secondary education in Colombia. To this end, a statistical correlation analysis was conducted using data obtained from the ICT module of the National Quality of Life Survey (ECV), carried out by the National Administrative Department of Statistics (DANE) in 2022, and public information on process and outcome indicators for the same year, recorded in the Integrated Enrollment System (SIMAT) and the Colombian Institute for the Evaluation of Education (ICFES). The results indicate that some quality indicators of education in the country, such as enrollment, coverage, and dropout rates in each department, have a significant correlation with the ownership of a cell phone or access to the internet within these communities. Similarly, the analysis shows that the scores obtained by students in the Saber 11 exam are correlated with some of the variables related to access to and use of ICTs in each department of the country.
E-gamification: research trends for the development of communicative competence in English
Changes in formal education are driving teachers to adopt new methodologies and didactic approaches to improve teaching and learning. Gamification has emerged as an innovative strategy in teaching English as a foreign language, although it has generated divergent opinions. The purpose of this study is to conduct a theoretical review of gamification as a strategy for the development of communicative competence and its impact on the teaching of English as a foreign language. Through a hermeneutic approach, an exhaustive and exploratory analysis of the research literature is conducted, covering 44 national and international publications published between 2009 and 2023. The results and discussion focus on gathering data that highlight the importance of considering gamification as a valid strategy in English language teaching, highlighting the implementation of its elements, such as dynamics, components and mechanisms. The conclusions highlight the need to use gamification consciously and strategically, recognizing its ability to foster student participation and the development of communicative competence in linguistic and social aspects. In addition, its close relationship with motivation and collaborative work in the learning process is highlighted.
The Roles and Functions of Academic Advisors in Providing Tutorial Support for Deaf Students at the National Open and Distance University - UNAD
The article explores the role of academic advisors in the inclusive education of Deaf students at the National Open and Distance University (UNAD) of Colombia. Although communicative mediation and Sign Language Interpreters are important in Deaf education, their functions do not fully meet all the pedagogical and didactic needs of these students in the context of education supported by 5.0 generation ICT. The research aimed to examine the roles and functions of these advisors, whose pedagogical and didactic approach in the teaching-learning process of the Deaf is highlighted. However, it is noted that their teaching role is not fully defined for all educational stakeholders at the university. The study employs an ethnographic approach in education, combining qualitative and quantitative methods. The collected data, including observations, online surveys, interviews, and document analysis, identify the roles and functions performed by the advisors. Recommendations are proposed to improve the educational experience of Deaf students. Additionally, a mixed approach was used to analyze the frequency and perception of advisors' activities, integrating tools such as the Likert scale and the Dedoose application for the treatment of mixed data. This combination of approaches provides a more comprehensive understanding of the work of academic advisors in supporting Deaf students during the 2022 academic terms.
The article carries out an analysis of the challenges for pedagogical transformation in the current context marked by the emergence of artificial intelligence. It begins by describing the historical evolution of the integration of digital technologies in education, which has been characterized by a growing availability and access to devices that has not been accompanied by substantive changes in dominant pedagogical conceptions and practices. This revealed a worrying gap between the incorporation of artifacts and the modification of nineteenth-century school formats. This tension was exacerbated by the abrupt transition to forced virtuality due to the COVID-19 pandemic. It is in this disruptive scenario that the emergence of AI as a new paradigm takes place, with the ability to question multiple dimensions: epistemic in terms of knowledge production, pedagogical in terms of the meanings given to teaching and learning, and professional through the penetration of algorithmic logics in all areas of work. This comprehensive impact poses radical challenges to the traditional coordinates of school systems and requires a situated reinvention of education according to the digital age. Based on this, a framework of ten key digital teaching skills is proposed, ranging from understanding the role of AI in educational policy to training to work in automated environments. It concludes by highlighting the importance of addressing this challenge comprehensively in order to reinvent the meaning of education in the digital age.
Artificial intelligence – Digital teaching skills - Pedagogical transformation – Educational technologies – Digital age
Los juegos interactivos en el desarrollo de habilidades matemáticas en estudiantes con déficit cognitivo, un estudio que promueve la integración curricular de las TIC
Cada día se hace notoria la dependencia que han generado en las personas y en ciertas actividades cotidianas los diferentes fenómenos que surgen a raíz de los avances, la innovación y la creatividad del ser humano, lo cual ha provocado una revolución en los diferentes escenarios y en la manera como se orienta el sistema educativo, implementándose con más frecuencia investigaciones y proyectos escolares en los que se hace hincapié en la mediación tecnológica como apoyo en el proceso educativo para la construcción integral del aprendiz. En este sentido, la integración curricular de las TIC posibilita el acceso a la educación desde un nuevo paradigma, en donde la interiorización del conocimiento a través de estrategias que activen la atención y motivación del discente se convierte en una excelente medida de apoyo en la mitigación de las dificultades del aprendizaje evidenciadas, respondiendo de esta manera a las políticas de una educación inclusiva. De aquí la importancia de implementar estrategias didácticas basadas en los juegos interactivos, las cuales promuevan el desarrollo de aprendizajes significativos y permitan consolidar conocimientos básicos de las matemáticas en estudiantes que presentan dificultad cognitiva, favoreciendo el pensamiento crítico, lógico, argumentativo y creativo, a través de la interacción con las TIC. Resaltando el impacto que éstas pueden llegar a tener al integrarse dentro del currículo.
Implementación de técnicas de Big Data para el desarrollo de métodos didácticos y tecnológicos que aporten en la cualificación de los Ambientes Virtuales de Aprendizajeen las Instituciones de Educación Superior
RESUMEN Las Instituciones de Educación Superior (IES), en búsqueda de la calidad educativa y la inclusión social, diseñan sistemas de información como herramientas para docentes y directivos, que le aporten a la toma de decisiones con el propósito de alcanzar sus metas. En la actualidad, debido a la pandemia ocasionada por el COVID-19, cada vez más las IES utilizarán Learning Management System (LMS) integrado a su Virtual Learning Environment (VLE) para que sus estudiantes realicen su proceso de enseñanza-aprendizaje. Este proyecto de investigación, realizado en el marco del convenio entre la Universidad Nacional Abierta y a Distancia - UNAD y el sistema general de regalías del departamento de Antioquia, en conjunto con el Ministerio de Ciencias de Colombia, MinCiencias, implementó técnicas de analítica de datos con el objetivo de generar estrategias, herramientas y modelos que permitan cualificar los procesos de enseñanza y aprendizaje en programas de educación virtual y mejoren los indicadores clave de deserción y permanencia de los estudiantes; para ello la UNAD facilitó un conjunto de datos pertenecientes a 3317 estudiantes en modalidad virtual del departamento de Antioquia, dichos datos representan la interacción de los estudiantes en el VLE. Producto del análisis de este conjunto de datos se logró definir una herramienta tipo panel de control y un modelo de validación de la experiencia de usurario de estudiantes y docentes en el VLE que permiten adoptar estrategias de inteligencia y analítica de negocios para IES, como soporte para el diseño de modelos instruccionales que permitan el mejoramiento continuo de la calidad educativa virtual a corto, medio y largo plazo.
Transformando la Educación Universitaria del Siglo XXI: Reflexiones inspiradas desde Paulo Freire
Este artículo resume los resultados y reflexiones surgidos del seminario web titulado "Paulo Freire y la Educación Universitaria en el Siglo XXI". En este seminario participaron siete expositores de diferentes campos académicos, quienes analizaron la relevancia de Paulo Freire en la educación universitaria actual. El enfoque pedagógico, crítico y liberador de Freire fue abordado desde perspectivas ideológicas y metodológicas diversas, como la pedagogía, la tecnología de la información, la economía, la interculturalidad, el arte, el trabajo social, Física-Matemática y las ciencias sociales. Las ideas y conclusiones surgidas durante el seminario web resaltaron la importancia de Freire en la educación universitaria del siglo XXI y su legado en la formación de profesionales comprometidos con la transformación social y la justicia educativa. Se enfatizó la relevancia continua de las ideas de Freire y cómo su enfoque pedagógico puede inspirar prácticas educativas transformadoras en el contexto universitario actual. El propósito principal del seminario y de este estudio es promover una educación universitaria comprometida con la equidad, la participación y el empoderamiento de los estudiantes en el siglo XXI, teniendo a Freire como fuente de inspiración y guía en la búsqueda de una educación más inclusiva y justa.
Aplicaciones del Modelo Heurístico “DONALD” en el Curso de Laboratorio de Matemática
Este artículo presenta los resultados de aplicar el Modelo Heurístico "DONALD" en la enseñanza y aprendizaje de un curso de Laboratorio de Matemáticas a nivel universitario. La metodología utilizada fue de enfoque mixto y tipo descriptivo, en la cual se examinaron las habilidades y destrezas adquiridas por una muestra de 36 estudiantes de la carrera de Matemáticas de la UNAN-Managua/FAREM-Estelí, mediante el uso de diversos software, aplicaciones y sitios educativos. Estos resultados respaldan la validez del modelo DONALD, el cual consta de diferentes etapas: Definir finalidades-planificación, Orientaciones iniciales, Nueva Información, Aplicación de Ideas, Logros y evaluación, y Desarrollo de metodología en la fase virtual. Es importante destacar que este modelo fue originalmente diseñado para una asignatura de Física, pero demostró ser efectivo al ser aplicado en un contexto y disciplina diferentes. En conclusión, los hallazgos de este estudio tienen un alto valor para la comunidad educativa, ya que proporcionan una secuencia didáctica que integra las etapas presenciales y virtuales del proceso de enseñanza-aprendizaje, con el objetivo de mejorar la formación intelectual de los estudiantes.
Navegantes, a collective memory supported by a Transmedia strategy
“Navigators: Interconnected Stories” was a transmedia strategy developed in 2022 at the University of Antioquia with the purpose of creating a collective memory that would narrate the experiences, learning, and feelings of students, professors, and administrative staff from different university campuses and sections, as they faced the implementation of ICT in their academic and work activities in 2020 and 2021. The strategy was based on the metaphor of castaways launching messages in bottles to establish contact with the world. This metaphor conveyed the idea that individuals, like shipwrecked castaways, were not alone, as they could send a message in a bottle that could be read and heard by other members of the university community. The methodology of the strategy was developed in three stages: Shipwreck, Learning to Navigate, and Returning Home. The activities fostered the use of different formats and publication through various digital and analog media in a transversal way, making the stories and reconstruction of the collective memory widely known
Information and Communication Technologies (ICT)
Teaching and information and communication technologies: a literature review and bibliometric analysis
Teaching and information and communication technologies can be considered as an up-to-date topic since it has been evolving vigorously, representing significant advances in education at all levels since the end of the 20th centurysince it provides many benefits that allow the methods of teaching are more effective, reaching very positive results for human knowledge. Considering the current demand in the implementation of technological tools in education, it is intended to do a literature review and bibliometric analysis as a contribution to the knowledge of this area. Delving into articles registered in the WOS and SCOPUS databases between 2000 and 2022; To carry out the bibliometric analysis and its respective network study, the R studios tool wasused, obtaining a scientific mapping to classify the most important works in the area, categorizing the entire research process with the tree of science technique, Emerging currents in the area were identified, the most representative authors, the main journals and countries that are contributing in this field of knowledge, finally, the conclusions, limitations found and the subsequent agenda where the theme of teaching and information technologies is oriented are exposed. information and communications.
information and communication technologies
Education in the age of the metaverse. Is the educational community ready?
More and more the term metaverse is heard in society. It is a traditionally studied concept, but very recently associated with the field of education. Therefore, this study aims to analyze the attitudes and knowledge of different agents of the educational community (students, teachers, and families) toward the inclusion of the metaverse in the classroom. To this end, surveys were conducted on a sample of 291 subjects. The results show that the knowledge of the participants is quite adequate and conforms to the definitions collected by the scientific community. Likewise, attitudes were generally reluctant towards the inclusion of the metaverse in classrooms, at least in the sample of parents and teachers. In fact, while students did show some agreement to receive classes in the metaverse, parents and the sample of teachers were not inclined to participate in metaverse training. Thus, the results provided by teachers and families are expected because it is a novel topic, hardly unprecedented, and can generate some sensitivity. Likewise, the perspective more open to the metaverse of the students could be explained by their greater contact with technology.
Training in Forensic Auditing as a fraud prevention mechanism in a Digital Society and Culture
Este artículo es el resultado de un ejercicio de reflexión sobre la formación en Auditoria Forense como mecanismo de prevención de fraude en una Sociedad y Cultura Digital bajo una mirada de la revisión de literatura científica; la auditoría forense es un medio para combatir la corrupción, constituye un importante modelo de control y de investigación, que ayuda a detectar y combatir los delitos cometidos, de ahí que el auditor forense debe ser un profesional altamente capacitado, experto conocedor de contabilidad, auditoría, control interno, administración de riesgos, tributación, ﬁnanzas, informática, técnicas de investigación, legislación penal y otras disciplinas; por lo anterior, la participación de las universidades en la formación de auditores forenses, bajo las competencias éticas juega un papel fundamental en la lucha contra la corrupción, es por ello que es importante deliberar sobre la formación en auditoria forense en las instituciones de educación superior, puesto que este tema cobra un alto grado de importancia para los futuros profesionales de las áreas contables frente a los beneficios adquiridos en el perfil de egresados, del mismo modo este artículo brinda aportes a la comunidad educativa y la sociedad, dentro de un mundo globalizado de constantes avances científicos, tecnológicos y digitales.
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Diagnostic of basic TIC skills of students entering first and second professional level enrollment at CEAD VÉLEZ of UNAD
Information and Communication Technologies (ICT) have come to play an important role in the way learning takes place, from the teacher to the student, being necessary the acquisition of specific skills that lead to be able to generate an autonomous, effective and quality learning; therefore, the exercise of learning may or may not become significant if you have the skills to be competent in ICT. Therefore, since the Universidad Nacional Abierta y a Distancia (UNAD) requires first and second enrollment students to have ICT skills, this research was carried out with the objective of identifying the skills that students have and should have in order to be competent in the virtual modality, at the time of entering undergraduate training at the UNAD headquarters located in the municipality of Vélez Santander. Thus, a sample of 52 students was chosen, to whom a survey-type instrument was applied with 24 questions covering the seven competencies established in the standard of the International Society for Technology in Education (ISTE, 2016) oriented to students with their respective skills. As a result, it was found that students only reach a medium level of mastery in each of the skills by competency, since they only achieve 50% of competence and not 100% as expected, concluding that UNAD needs to initiate a process of strengthening competencies from the formative action.
Competence, TIC, Innovation, autonomy, quality, learning
This is a contribution dedicated to attend with a concrete proposal, the teacher training so that as an attempt to respond and consider the changes in the combined strategies of teaching and learning physically, blended and virtually, in light of the technological-educational demands in the digital culture, more in times of pandemic and post-pandemic. The consequent qualification of teachers in the understanding of these modalities and the appropriate use of learning environments and software tools, applications and communication for and in education, represents a debate of technological-educational ideas in times to reconstruct and reconfigure distance educational practices, today more and more virtual. A hybrid education (H.E.) program is presented that modifies the profile, context and organizational order of an institution, which deploys a virtual work with different didactic technological activities for teaching and learning. It also means an epistemological-pedagogical reconstruction of thought frameworks, program designs and teaching practices. The production of educational programs in hybrid contexts are alternatives for a face-to-face-virtual articulation. The evaluation-research-action, the deployment of imagination, and teacher training, among others, are some of the supports for innovative technological-educational proposals. This proposal on Hybrid Education for higher education teacher training, designed and implemented by the author, is presented.
El Videojuego como herramienta educativa
The realities facing digital societies are undeniably linked to the imperative need to include ethical reflection in current debates on the uses of technology. The philosophical interest in reflecting on the video game as a learning tool, as opposed to the stereotypes, stigmas and taboos that place it in the category of weapons against productivity and discipline, arises from its capacity to immerse the individual in worlds full of possibilities for the exercise of skills and abilities that can be extrapolated to the tangible plane. The video game allows the human being to extend his existence and realities from his own to the digital plane, leaving behind his biological body to immerse himself in the experience of digital experiences that develop in the environments created by the video game. These environments seek the active participation of a player -not a spectator- who has to intervene in a dynamic and constant way. This immersion takes shape in scenarios where ethics and morality play a key role in the decision-making process. Therefore, the video game is postulated as a useful tool to train both children and adolescents for the optimal development of their own lives, of a daily life that often has to overcome obstacles and problems.
La autonomía en los procesos de aprendizaje basados en gamificación para el desarrollo de competencias matemáticas
This article defines the relevance of the development of autonomy in learning processes based on gamification for the development of mathematical skills in current education, based on evaluation indices such as PISA tests, according to data provided by the OECD and the different proposals proposed from UNESCO.In addition, it presents the results of the research, which had as its purpose the implementation of a gamified didactic strategy, using the digital platform Classcraft, in the learning-teaching process in the area of ​​mathematics for sixth grade students, of the Manuel Antonio Educational Institution. Antonio Toro from the municipality of Frontino, Antioquia, in order to establish its effectiveness, in terms of the use of autonomy in the development of mathematical skills It is a quasi-experimental research, with a no probabilistic test design, which designs two variables and two hypotheses, which were defined and concluded from the development of seven stages of implementation of the strategy, through the application of a test prior to the application. of the gamified strategy, through which the most relevant criteria to be addressed were identified and, subsequently, a post-test was carried out, from which the level of effectiveness and acceptance of the resource provided would be identified.