A construção de testes padronizados envolve processos metodológicos rigorosos que por sua vez orientam sua validade e confiabilidade. Nesse sentido, as primeiras etapas do desenvolvimento do teste concentram-se na determinação do universo de conhecimento que o teste pretende avaliar, processo essencial para demonstrar a validade de conteúdo e de avaliação. ao mesmo tempo justificam a representatividade do conteúdo temático. Este artigo apresenta o desenho e desenvolvimento de um instrumento conhecido como grade, para uma das disciplinas de maior relevância curricular do núcleo comum de línguas da Faculdade de Letras da Universidade Autônoma da Baixa Califórnia. Instrumento utilizado para análise curricular na construção de testes padronizados referidos ao critério, seguindo a metodologia formulada pelo Instituto de Pesquisa e Desenvolvimento Educacional da Universidade Autônoma da Baixa Califórnia, que entre outros métodos estabelece a definição de comitês de especialistas para a construção do instrumento e critérios definidos para avaliar a importância dos conteúdos temáticos envolvidos na prova. Entre os resultados destacados está a determinação do índice de relevância curricular de todos os temas que compõem o currículo da disciplina, critério utilizado para definir a representatividade de cada conteúdo na prova, bem como especificar o grau de contribuição de cada tema para o aproveitamento. de competência em cada unidade. Foram identificados conteúdos temáticos cuja relevância curricular é essencial para a concretização de conhecimentos noutras unidades de aprendizagem, bem como para conhecimentos futuros de outras disciplinas. Da mesma forma, foram identificados conteúdos de baixíssima relevância curricular, denotando uma possível deficiência na construção do mapa curricular da disciplina, situação que sugere sua correção e atualização.
{"title":"A grade como instrumento de análise curricular na elaboração de provas padronizadas","authors":"Jorge-Gustavo Gutiérrez-Benítez, Hiram Almejo Díaz","doi":"10.31876/ie.v8i3.276","DOIUrl":"https://doi.org/10.31876/ie.v8i3.276","url":null,"abstract":"A construção de testes padronizados envolve processos metodológicos rigorosos que por sua vez orientam sua validade e confiabilidade. Nesse sentido, as primeiras etapas do desenvolvimento do teste concentram-se na determinação do universo de conhecimento que o teste pretende avaliar, processo essencial para demonstrar a validade de conteúdo e de avaliação. ao mesmo tempo justificam a representatividade do conteúdo temático. Este artigo apresenta o desenho e desenvolvimento de um instrumento conhecido como grade, para uma das disciplinas de maior relevância curricular do núcleo comum de línguas da Faculdade de Letras da Universidade Autônoma da Baixa Califórnia. Instrumento utilizado para análise curricular na construção de testes padronizados referidos ao critério, seguindo a metodologia formulada pelo Instituto de Pesquisa e Desenvolvimento Educacional da Universidade Autônoma da Baixa Califórnia, que entre outros métodos estabelece a definição de comitês de especialistas para a construção do instrumento e critérios definidos para avaliar a importância dos conteúdos temáticos envolvidos na prova. Entre os resultados destacados está a determinação do índice de relevância curricular de todos os temas que compõem o currículo da disciplina, critério utilizado para definir a representatividade de cada conteúdo na prova, bem como especificar o grau de contribuição de cada tema para o aproveitamento. de competência em cada unidade. Foram identificados conteúdos temáticos cuja relevância curricular é essencial para a concretização de conhecimentos noutras unidades de aprendizagem, bem como para conhecimentos futuros de outras disciplinas. Da mesma forma, foram identificados conteúdos de baixíssima relevância curricular, denotando uma possível deficiência na construção do mapa curricular da disciplina, situação que sugere sua correção e atualização.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 750","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141669373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denis Javier Salazar Morante, Oscar Daniel Sánchez Rubio, Christian Francisco Tomalá Vergara, Segundo Bienvenido Camatón Arízabal
Arithmetic knowledge in the education of students of General Basic Higher Education (EGBS) is fundamental, since it is the basis of mathematics and its branches, such as Algebra, Geometry and Calculus. This research work seeks to contribute to the improvement of arithmetic learning through gamification as a pedagogical tool for eighth grade EGBS students. For this purpose, a quantitative methodology was used to measure learning progress, develop didactic material with educational games as pedagogical tools and evaluate the evolution of arithmetic knowledge, with the objective that students reach the minimum knowledge required according to the educational standards established by the Ministry of Education for the eighth grade of EGBS. In addition, the inductive method was applied, obtaining conclusions from the observation of specific facts by grouping students and having them develop the proposed material. This allowed establishing precise conclusions, showing that 100% of the students satisfactorily surpassed the knowledge required for their level. In conclusion, it was determined that gamification through didactic material with educational games is an adequate methodology in the face of the large amount of distractions faced by young students both in society and in technological social media.
{"title":"Gamification as an educational strategy in the learning of arithmetic for elementary school students","authors":"Denis Javier Salazar Morante, Oscar Daniel Sánchez Rubio, Christian Francisco Tomalá Vergara, Segundo Bienvenido Camatón Arízabal","doi":"10.31876/ie.v8i3.272","DOIUrl":"https://doi.org/10.31876/ie.v8i3.272","url":null,"abstract":"Arithmetic knowledge in the education of students of General Basic Higher Education (EGBS) is fundamental, since it is the basis of mathematics and its branches, such as Algebra, Geometry and Calculus. This research work seeks to contribute to the improvement of arithmetic learning through gamification as a pedagogical tool for eighth grade EGBS students. For this purpose, a quantitative methodology was used to measure learning progress, develop didactic material with educational games as pedagogical tools and evaluate the evolution of arithmetic knowledge, with the objective that students reach the minimum knowledge required according to the educational standards established by the Ministry of Education for the eighth grade of EGBS. In addition, the inductive method was applied, obtaining conclusions from the observation of specific facts by grouping students and having them develop the proposed material. This allowed establishing precise conclusions, showing that 100% of the students satisfactorily surpassed the knowledge required for their level. In conclusion, it was determined that gamification through didactic material with educational games is an adequate methodology in the face of the large amount of distractions faced by young students both in society and in technological social media.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Manuel Andrés Castillo Núñez, Martha María Fernández-Rodríguez, María José Menéndez Ledesma, Belén Priori
A result of the research project Balcony of services to optimize Customer Experience at TES, corresponding to the Higher University Technology course in Marketing and Commercial Management, was presented. It responded to the result of the diagnosis of the current state of the institutional processes to identify their level of quality and customer satisfaction at TES. The research is of an exploratory type, aided by instruments such as the survey and the audit of the service protocols of the areas of student welfare, admissions and cashier's office, which made it possible to identify the students' satisfaction with the different processes and services provided by the institution. The results indicate the need to implement a service balcony that responds to the needs of students in correspondence with the institutional processes and services.
{"title":"Identification of the satisfaction of Tecnológico Espíritu Santo students with the different institutional processes and services","authors":"Manuel Andrés Castillo Núñez, Martha María Fernández-Rodríguez, María José Menéndez Ledesma, Belén Priori","doi":"10.31876/ie.v8i3.275","DOIUrl":"https://doi.org/10.31876/ie.v8i3.275","url":null,"abstract":"A result of the research project Balcony of services to optimize Customer Experience at TES, corresponding to the Higher University Technology course in Marketing and Commercial Management, was presented. It responded to the result of the diagnosis of the current state of the institutional processes to identify their level of quality and customer satisfaction at TES. The research is of an exploratory type, aided by instruments such as the survey and the audit of the service protocols of the areas of student welfare, admissions and cashier's office, which made it possible to identify the students' satisfaction with the different processes and services provided by the institution. The results indicate the need to implement a service balcony that responds to the needs of students in correspondence with the institutional processes and services.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The general objective of this research project is to strengthen the school coexistence of the students of the Jaime Roock Educational Institution, El Caimito, rural area of the district of Buenaventura, through a pedagogical strategy based on ancestral knowledge. A qualitative approach of participatory action research is used. The target population is made up of 15 Afro-descendant students from 6 to 14 years of age, belonging to socioeconomic strata 1 and 2. The research is developed in four phases: planning and design, where the specific objectives are established and the pedagogical strategies that implement gamification with 5 ancestral games that involve values are designed; data collection, which includes the application of surveys, semi-structured interviews and observation; data analysis, where the information collected is categorized and compared; and interpretation and conclusions, where significant conclusions are drawn, the impact of the implemented pedagogical strategy is evaluated and recommendations are made to strengthen school coexistence. The results highlight the identification of disruptive behaviors and the positive impact of the ancestral pedagogical proposal on school coexistence. The intervention provided a practical environment for conflict resolution, promoting respect for rules and awareness, supported by the collaboration of teachers and parents.
{"title":"Strengthening school coexistence through ancestral knowledge","authors":"Gina Katherin Jiménez Palacios, Sonia Valencia Gonzalez","doi":"10.31876/ie.v8i3.274","DOIUrl":"https://doi.org/10.31876/ie.v8i3.274","url":null,"abstract":"The general objective of this research project is to strengthen the school coexistence of the students of the Jaime Roock Educational Institution, El Caimito, rural area of the district of Buenaventura, through a pedagogical strategy based on ancestral knowledge. A qualitative approach of participatory action research is used. The target population is made up of 15 Afro-descendant students from 6 to 14 years of age, belonging to socioeconomic strata 1 and 2. The research is developed in four phases: planning and design, where the specific objectives are established and the pedagogical strategies that implement gamification with 5 ancestral games that involve values are designed; data collection, which includes the application of surveys, semi-structured interviews and observation; data analysis, where the information collected is categorized and compared; and interpretation and conclusions, where significant conclusions are drawn, the impact of the implemented pedagogical strategy is evaluated and recommendations are made to strengthen school coexistence. The results highlight the identification of disruptive behaviors and the positive impact of the ancestral pedagogical proposal on school coexistence. The intervention provided a practical environment for conflict resolution, promoting respect for rules and awareness, supported by the collaboration of teachers and parents.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141676186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Efrén Antonio Castillo Del Pezo, Nancy Karina Tapia Yagual, Silvia Maribel Placencia Ibadango, Christian Antonio Pavón Brito
In recent years, Artificial Intelligence (AI) has emerged as a powerful tool in education. This paper examines the use of AI in teaching mathematics to high school students, highlighting specific applications, benefits, challenges, and recent studies demonstrating its effectiveness. Personalization of learning, increased student engagement, and improved assessment are some of the benefits observed, while technology gaps and data privacy emerge as significant challenges.
{"title":"Use of Artificial Intelligence in High School Mathematics Teaching","authors":"Efrén Antonio Castillo Del Pezo, Nancy Karina Tapia Yagual, Silvia Maribel Placencia Ibadango, Christian Antonio Pavón Brito","doi":"10.31876/ie.v8i3.273","DOIUrl":"https://doi.org/10.31876/ie.v8i3.273","url":null,"abstract":"In recent years, Artificial Intelligence (AI) has emerged as a powerful tool in education. This paper examines the use of AI in teaching mathematics to high school students, highlighting specific applications, benefits, challenges, and recent studies demonstrating its effectiveness. Personalization of learning, increased student engagement, and improved assessment are some of the benefits observed, while technology gaps and data privacy emerge as significant challenges.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141677038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juanita Irene Guevara Burgos, Franklin Mario Barros Morales, Marcelo Ludgardo Proaño Cobos, Manuel Asunción Medina Quizhpe
O conhecimento pré-colombiano é essencial para compreender a história do continente, especialmente do Equador. O objetivo é analisar os diferentes critérios sobre a identidade, dando ênfase à vida de Atahualpa e ao conhecimento pré-colombiano; foi aplicada uma investigação de tipo misto, utilizando um inquérito digital como instrumento, que foi aplicado a um grupo de estudantes universitários, licenciados e professores. As técnicas utilizadas foram o desenho de triangulação concorrente e a pesquisa documental. Os resultados do estudo mostram que 66,7% dos inquiridos consideram que Atahualpa nasceu no reino de Quito e 16,7% no reino de Cusco. Vários cronistas coloniais debateram a origem de Atahualpa. Embora as fontes sejam questionáveis, as suas posições geraram um debate histórico de longa duração.
{"title":"Processos formativos no ensino dos saberes pré-colombianos com ênfase na vida de Atahualpa","authors":"Juanita Irene Guevara Burgos, Franklin Mario Barros Morales, Marcelo Ludgardo Proaño Cobos, Manuel Asunción Medina Quizhpe","doi":"10.31876/ie.v8i2.269","DOIUrl":"https://doi.org/10.31876/ie.v8i2.269","url":null,"abstract":"O conhecimento pré-colombiano é essencial para compreender a história do continente, especialmente do Equador. O objetivo é analisar os diferentes critérios sobre a identidade, dando ênfase à vida de Atahualpa e ao conhecimento pré-colombiano; foi aplicada uma investigação de tipo misto, utilizando um inquérito digital como instrumento, que foi aplicado a um grupo de estudantes universitários, licenciados e professores. As técnicas utilizadas foram o desenho de triangulação concorrente e a pesquisa documental. Os resultados do estudo mostram que 66,7% dos inquiridos consideram que Atahualpa nasceu no reino de Quito e 16,7% no reino de Cusco. Vários cronistas coloniais debateram a origem de Atahualpa. Embora as fontes sejam questionáveis, as suas posições geraram um debate histórico de longa duração.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"6 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the need to promote more dynamic and participatory educational strategies, a proposal for interactive games as a pedagogical resource to improve learning around Language and Literature in sixth grade students of Basic Education is proposed. The methodology used consisted in applying surveys and interviewing 57 students and two teachers of an Educational Unit in order to design and carry out a series of educational sessions that incorporated interactive games as an integral part of the teaching-learning process. The main results showed that, although a significant percentage of students (60%) use interactive games for language and literature learning, there is still a considerable proportion (40%) who are not familiar with this type of resource. The use of different interactive resources, such as Wordwall, Arbolabc, Liveworksheets and Jiwsaplanet, varied among students (8%-49%), with some being more popular than others. There is a different perception of teachers (50%-50%) on the level of knowledge to apply interactive games in the classroom, highlighting differences in the evaluation of aspects such as the definition of clear objectives, transformation of learning into a game, proposal of specific challenges, among others. This study concludes that the detailed proposal to improve learning in Language and Literature using interactive games represents an innovative and effective approach to promote meaningful and participatory learning in the classroom.
{"title":"Interactive games for meaningful learning in the area of Language and Literature","authors":"Verónica Patricia Rosero Rosero, Ember Geovanny Zumba Novay, Ruth Carolina Ibarra Villacrés, Beliza Enriqueta Yumi Chiluiza","doi":"10.31876/ie.v8i2.268","DOIUrl":"https://doi.org/10.31876/ie.v8i2.268","url":null,"abstract":"Given the need to promote more dynamic and participatory educational strategies, a proposal for interactive games as a pedagogical resource to improve learning around Language and Literature in sixth grade students of Basic Education is proposed. The methodology used consisted in applying surveys and interviewing 57 students and two teachers of an Educational Unit in order to design and carry out a series of educational sessions that incorporated interactive games as an integral part of the teaching-learning process. The main results showed that, although a significant percentage of students (60%) use interactive games for language and literature learning, there is still a considerable proportion (40%) who are not familiar with this type of resource. The use of different interactive resources, such as Wordwall, Arbolabc, Liveworksheets and Jiwsaplanet, varied among students (8%-49%), with some being more popular than others. There is a different perception of teachers (50%-50%) on the level of knowledge to apply interactive games in the classroom, highlighting differences in the evaluation of aspects such as the definition of clear objectives, transformation of learning into a game, proposal of specific challenges, among others. This study concludes that the detailed proposal to improve learning in Language and Literature using interactive games represents an innovative and effective approach to promote meaningful and participatory learning in the classroom.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"34 S128","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fabián David Domínguez Pizarro, Sara Dolores González Reyes
This article is relevant in the area of Language and Literature, because it covers the didactic strategies applied by teachers and aims to determine their impact on the improvement of linguistic communication, for which 12 teachers from two educational institutions were investigated by applying a mixed methodology through surveys and interviews, where the importance of communication in the training of students who, with the help of technology, must adapt to today's world was analyzed. This research proved the incidence of didactic strategies and ICTs to strengthen linguistic macro-skills.
{"title":"Teaching strategies for improving linguistic communication in Language and Literature","authors":"Fabián David Domínguez Pizarro, Sara Dolores González Reyes","doi":"10.31876/ie.v8i2.270","DOIUrl":"https://doi.org/10.31876/ie.v8i2.270","url":null,"abstract":"This article is relevant in the area of Language and Literature, because it covers the didactic strategies applied by teachers and aims to determine their impact on the improvement of linguistic communication, for which 12 teachers from two educational institutions were investigated by applying a mixed methodology through surveys and interviews, where the importance of communication in the training of students who, with the help of technology, must adapt to today's world was analyzed. This research proved the incidence of didactic strategies and ICTs to strengthen linguistic macro-skills.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexis Estephany Viteri Lozano, Carlos Ermel Bourne Gastezzi, Sheylha May – Ling Hoppe Coronel
The purpose of this work is to build the theoretical foundation that guides the construction of the elements that intervene in the communication development of virtual classes. For the development of this research, a bibliographic review has been carried out, which has served as a basis for the theoretical framework of the research. A type of qualitative information was followed for the argumentative design of the internal and external elements that intervene in online educational communicational interactivity. This article constitutes a preview of the conceptual contributions to the Communication and Information Technologies research line of the Tecnológico Universitario Espíritu Santo and responds to a result of the research project: Post-Pandemic Virtual Communicational Learning Environments at the Tecnológico Universitario Espíritu Santo and Unidad Educativa Letras y Vida
{"title":"Approach to the theoretical foundation of the elements that intervene in communication interactivity in online classes","authors":"Alexis Estephany Viteri Lozano, Carlos Ermel Bourne Gastezzi, Sheylha May – Ling Hoppe Coronel","doi":"10.31876/ie.v8i2.267","DOIUrl":"https://doi.org/10.31876/ie.v8i2.267","url":null,"abstract":"The purpose of this work is to build the theoretical foundation that guides the construction of the elements that intervene in the communication development of virtual classes. For the development of this research, a bibliographic review has been carried out, which has served as a basis for the theoretical framework of the research. A type of qualitative information was followed for the argumentative design of the internal and external elements that intervene in online educational communicational interactivity. This article constitutes a preview of the conceptual contributions to the Communication and Information Technologies research line of the Tecnológico Universitario Espíritu Santo and responds to a result of the research project: Post-Pandemic Virtual Communicational Learning Environments at the Tecnológico Universitario Espíritu Santo and Unidad Educativa Letras y Vida","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Landy Lilibeth Mora Muñoz, Cristian Zambrano-Vega, Ligia Elena Espinoza Loor, Byron Oviedo Bayas
O objetivo deste artigo foi analisar a contribuição das TIC no processo de ensino-aprendizagem na Universidade Técnica Estatal de Quevedo (UTEQ) durante o período 2020-2023. Foram identificadas as TIC implementadas e recolhida informação junto dos respectivos directores de departamento para conhecer o grau de satisfação académica de alunos e professores. Foi definida uma amostra estratificada e os resultados mostram que, apesar dos desafios que a universidade tem de enfrentar, tem demonstrado um sólido empenho em melhorar a infraestrutura e os recursos informáticos através da implementação de plataformas digitais como a Sala de Aula Virtual e o Sistema de Gestão Académica (SGA), bibliotecas virtuais como e-Libro, GALE e Koha, aumento da largura de banda e cobertura da Internet, licença Office 365; isto reforçou significativamente a base tecnológica da UTEQ. Os estudantes têm uma atitude positiva em relação à utilização destas ferramentas, enquanto os professores apresentam um bom nível de competências em matéria de TIC, coincidindo com a acessibilidade dos estudantes. As conclusões convergem no sentido de que a utilização e a elevada adoção da tecnologia, juntamente com uma abordagem pedagógica construtivista e conectivista, contribuem eficazmente para gerar um impacto positivo na instituição de ensino.
本文旨在分析 2020-2023 年期间信息和通信技术对克韦多国立技术大学（UTEQ）教学过程的贡献。确定了已实施的信息和通信技术，并从各系负责人处收集信息，以了解学生和教师的学术满意度。对样本进行了分层抽样，结果表明，尽管该大学面临挑战，但通过实施虚拟教室和学术管理系统（EMS）等数字平台、e-Libro、GALE 和 Koha 等虚拟图书馆、增加带宽和互联网覆盖面、Office 365 许可等措施，该大学在改善信息技术基础设施和资源方面表现出了坚定的决心；这大大加强了 UTEQ 的技术基础。学生对使用这些工具持积极态度，教师的信息与传播技术技能水平也很高，与学生的使用能力相吻合。这些结论的共同点是，技术的使用和大量采用，加上建构主义和联通主义的教学方法，有效地促进了对教育机构产生积极的影响。
{"title":"As tecnologias da informação e da comunicação e o seu contributo para a qualidade do processo de ensino-aprendizagem","authors":"Landy Lilibeth Mora Muñoz, Cristian Zambrano-Vega, Ligia Elena Espinoza Loor, Byron Oviedo Bayas","doi":"10.31876/ie.v8i1.264","DOIUrl":"https://doi.org/10.31876/ie.v8i1.264","url":null,"abstract":"O objetivo deste artigo foi analisar a contribuição das TIC no processo de ensino-aprendizagem na Universidade Técnica Estatal de Quevedo (UTEQ) durante o período 2020-2023. Foram identificadas as TIC implementadas e recolhida informação junto dos respectivos directores de departamento para conhecer o grau de satisfação académica de alunos e professores. Foi definida uma amostra estratificada e os resultados mostram que, apesar dos desafios que a universidade tem de enfrentar, tem demonstrado um sólido empenho em melhorar a infraestrutura e os recursos informáticos através da implementação de plataformas digitais como a Sala de Aula Virtual e o Sistema de Gestão Académica (SGA), bibliotecas virtuais como e-Libro, GALE e Koha, aumento da largura de banda e cobertura da Internet, licença Office 365; isto reforçou significativamente a base tecnológica da UTEQ. Os estudantes têm uma atitude positiva em relação à utilização destas ferramentas, enquanto os professores apresentam um bom nível de competências em matéria de TIC, coincidindo com a acessibilidade dos estudantes. As conclusões convergem no sentido de que a utilização e a elevada adoção da tecnologia, juntamente com uma abordagem pedagógica construtivista e conectivista, contribuem eficazmente para gerar um impacto positivo na instituição de ensino. \u0000 ","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：