Neel Lobatchewski Báez Ureña, O. P. González, Ramón Blanco Sánchez
espanolSe presenta una propuesta didactica que utiliza los registros de representacion semiotica como via de materializacion de los postulados de Vigotsky sobre pensamiento y lenguaje, para contribuir a la formacion conceptual en el calculo diferencial en las carreras universitarias, mediante las representaciones semioticas de los procesos de variacion instantanea, y con la ayuda de los asistentes matematicos GeoGebra y el SkechPath, los cuales permiten ilustrar el movimiento de la variable. La metodologia seguida articula el proceso de adquisicion de recursos para la transferencia de registros semioticos, el proceso de formacion del lenguaje matematico, y el transito del lenguaje coloquial al matematico en la descripcion del movimiento de la variable. La validacion experimental demostro que con la aplicacion de la propuesta se logro una mejora significativa de los estudiantes en relacion al lenguaje matematico y a las aplicaciones conceptuales en el Calculo Diferencial, lo cual constituyo el objetivo de la investigacion EnglishThe didactic proposal presented uses records of semiotic representation as a materializing way of Vygotsky’s postulates on thought and language. This proposal will contribute to the conceptual formation in Differential Calculus in university careers, through semiotic representations of instantaneous variation processes. It will also be supported with mathematical assistants, such as GeoGebra and SketchPad; both illustrate the movement of the variable. The methodology followed articulates the resources acquisition process for the semiotic records transfers, the formation process of mathematical language, and the transit from colloquial to mathematician language in the variable movement description. The experimental validation showed that the proposal application achieved a significant improvement of the students in the mathematical language and conceptual applications in the Differential Calculus, thus achieving the research objective portuguesApresenta-se uma proposta didatica que utiliza os registros de representacao semiotica como via de materializacao dos postulados do Vigotsky sobre pensamento e linguagem, para contribuir a formacao conceptual no calculo diferencial nas carreiras universitarias, mediante as representacoes semioticas dos processos de variacao foto instantânea, e com a ajuda dos asistentes matematicos GeoGebra e o SkechPath, os quais permitem ilustrar o movimento da variavel. A metodologia seguida articula o proceso de aquisicao de recursos para a transferencia de registros semioticos, o processo de formacao da linguagem matematica, e o trânsito da linguagem coloquial a matematico na descricao do movimento da variavel. A validacao experimental demonstrou que com a aplicacao da proposta se obteve uma melhora significativa dos estudantes em relacao a linguagem matematica e as aplicacoes conceptuais no Calculo Diferencial, o qual constituiu o objetivo da investigacao
espanolSe提出一项didactica第八条作为semiotica记录被用作通过Vigotsky主张materializacion关于思想的概念和语言,帮助编队飞行微分计算在学术生涯进程,通过性能semioticas variacion instantanea,帮助与会matematicos GeoGebra和SkechPath,其中允许说明变量的运动。该方法阐明了获取符号学记录转移资源的过程，数学语言的形成过程，以及在描述变量运动时从口语到数学的过渡。试验validacion这样的呵护与《所提议的关系显著改善学生成绩matematico语言和概念的应用微分计算调查的目标,从而带动EnglishThe didactic建议用records of semiotic representation as a materializing way of Vygotsky’s postulates on thought and language。This formation in的概念提案将有助于更好地通过在斯特拉斯堡的semiotic of Calculus in university careers instantaneous variation进程作出贡献。它还将得到数学助手的支持，如GeoGebra和SketchPad;= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(0.964平方公里)水。The方法落实articulates The resources手册process for The semiotic records拨款、The formation process of mathematical language and The transit from colloquial to mathematician language in The movement描述变量。实验验证显示,第十八application一促请改进概念of The students in The mathematical language and applications in The的Calculus,因此实现研究目标portuguesApresenta-se uma proposta didatica日志使用os representacao semiotica作为materializacao通过两个do Vigotsky假设关于pensamento和linguagem通过对瞬时照片变化过程的符号学表示，并借助数学助手GeoGebra和SkechPath来说明变量的运动，对大学职业生涯中微分计算的概念形成做出贡献。该方法阐明了符号学记录转移的资源获取过程、数学语言的形成过程以及在描述变量运动时从口语到数学的过渡。实验验证表明，该方案的应用使学生在数学语言和微分计算概念应用方面有了显著的提高，这是本研究的目标
{"title":"Los registros de representación semiótica como vía de materialización de los postulados vigotskianos sobre pensamiento y lenguaje","authors":"Neel Lobatchewski Báez Ureña, O. P. González, Ramón Blanco Sánchez","doi":"10.18359/ravi.2885","DOIUrl":"https://doi.org/10.18359/ravi.2885","url":null,"abstract":"espanolSe presenta una propuesta didactica que utiliza los registros de representacion semiotica como via de materializacion de los postulados de Vigotsky sobre pensamiento y lenguaje, para contribuir a la formacion conceptual en el calculo diferencial en las carreras universitarias, mediante las representaciones semioticas de los procesos de variacion instantanea, y con la ayuda de los asistentes matematicos GeoGebra y el SkechPath, los cuales permiten ilustrar el movimiento de la variable. La metodologia seguida articula el proceso de adquisicion de recursos para la transferencia de registros semioticos, el proceso de formacion del lenguaje matematico, y el transito del lenguaje coloquial al matematico en la descripcion del movimiento de la variable. La validacion experimental demostro que con la aplicacion de la propuesta se logro una mejora significativa de los estudiantes en relacion al lenguaje matematico y a las aplicaciones conceptuales en el Calculo Diferencial, lo cual constituyo el objetivo de la investigacion EnglishThe didactic proposal presented uses records of semiotic representation as a materializing way of Vygotsky’s postulates on thought and language. This proposal will contribute to the conceptual formation in Differential Calculus in university careers, through semiotic representations of instantaneous variation processes. It will also be supported with mathematical assistants, such as GeoGebra and SketchPad; both illustrate the movement of the variable. The methodology followed articulates the resources acquisition process for the semiotic records transfers, the formation process of mathematical language, and the transit from colloquial to mathematician language in the variable movement description. The experimental validation showed that the proposal application achieved a significant improvement of the students in the mathematical language and conceptual applications in the Differential Calculus, thus achieving the research objective portuguesApresenta-se uma proposta didatica que utiliza os registros de representacao semiotica como via de materializacao dos postulados do Vigotsky sobre pensamento e linguagem, para contribuir a formacao conceptual no calculo diferencial nas carreiras universitarias, mediante as representacoes semioticas dos processos de variacao foto instantânea, e com a ajuda dos asistentes matematicos GeoGebra e o SkechPath, os quais permitem ilustrar o movimento da variavel. A metodologia seguida articula o proceso de aquisicao de recursos para a transferencia de registros semioticos, o processo de formacao da linguagem matematica, e o trânsito da linguagem coloquial a matematico na descricao do movimento da variavel. A validacao experimental demonstrou que com a aplicacao da proposta se obteve uma melhora significativa dos estudantes em relacao a linguagem matematica e as aplicacoes conceptuais no Calculo Diferencial, o qual constituiu o objetivo da investigacao","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"11 1","pages":"2"},"PeriodicalIF":0.8,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67811517","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}
This article presents the results of a research in the classroom in the subject Programming I, initial course of computer programming in Systems Engineering and Computing. The research pretend to approach the impact of two methodologies of problem solving based on programming logic and the use of programming languages for its implementation. We use a qualitative perspective, as far as the students' performance as programmers, and quantitative, in what corresponds to the qualification of the written evaluations. It has been used to structure two parallel courses, using different methodologies for solving programming problems. With the first group, a methodology was implemented based on the conceptual resolution of these problems using solutions on paper and with the other one we use resolution of problems based on the intensive use of the computer. The results show a very interesting trend that allows us to make some important inferences regarding the promotion of logic and the approach of solutions in the paper against the use of the computer and the deepening in the purely technological knowledge. Conclusions leave open doors of the discussion about the different and possible ways that the students of programming to appropriate, assimilate and apply the own knowledge of this area
{"title":"Ejercicios por computador vs. Ejercicios en papel: un estudio comparativo","authors":"Omar Iván Trejos-Buriticá","doi":"10.18359/RAVI.2927","DOIUrl":"https://doi.org/10.18359/RAVI.2927","url":null,"abstract":"This article presents the results of a research in the classroom in the subject Programming I, initial course of computer programming in Systems Engineering and Computing. The research pretend to approach the impact of two methodologies of problem solving based on programming logic and the use of programming languages for its implementation. We use a qualitative perspective, as far as the students' performance as programmers, and quantitative, in what corresponds to the qualification of the written evaluations. It has been used to structure two parallel courses, using different methodologies for solving programming problems. With the first group, a methodology was implemented based on the conceptual resolution of these problems using solutions on paper and with the other one we use resolution of problems based on the intensive use of the computer. The results show a very interesting trend that allows us to make some important inferences regarding the promotion of logic and the approach of solutions in the paper against the use of the computer and the deepening in the purely technological knowledge. Conclusions leave open doors of the discussion about the different and possible ways that the students of programming to appropriate, assimilate and apply the own knowledge of this area","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"11 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67811872","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}
This article compiles the theories and concepts used and researched for the preparation of the intercultural negotiation class (elaboration and development of courses, research, academic seminars and training modules) at EAN University, Colombia. In addition, it presents a conceptual review of the most relevant cultural aspects of the Latin American and Caribbean region and, finally, the description of the pedagogic use of role-playing as tool for students to practice the acquired knowledge and deal with diverse scenarios from business life. Since 2014, the role-playing simulation has been used by around 230 undergraduate and graduate students from EAN University, local universities in Bogota and a Mexican university, this practice has enriched the teaching activity and enhanced the training of students
{"title":"Compendium of Teaching Interculturality and Negotiation through the Game of Roles","authors":"Maria Carolina Moreno-Salamanca","doi":"10.18359/RAVI.3015","DOIUrl":"https://doi.org/10.18359/RAVI.3015","url":null,"abstract":"This article compiles the theories and concepts used and researched for the preparation of the intercultural negotiation class (elaboration and development of courses, research, academic seminars and training modules) at EAN University, Colombia. In addition, it presents a conceptual review of the most relevant cultural aspects of the Latin American and Caribbean region and, finally, the description of the pedagogic use of role-playing as tool for students to practice the acquired knowledge and deal with diverse scenarios from business life. Since 2014, the role-playing simulation has been used by around 230 undergraduate and graduate students from EAN University, local universities in Bogota and a Mexican university, this practice has enriched the teaching activity and enhanced the training of students","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"11 1","pages":"27-39"},"PeriodicalIF":0.8,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67812057","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}
C. Gaviria, Ricardo Alberto Castro-Suarez, D. Molina-Orjuela
{"title":"Compromiso de alta calidad de los programas ofrecidos en la metodología distancia","authors":"C. Gaviria, Ricardo Alberto Castro-Suarez, D. Molina-Orjuela","doi":"10.18359/ravi.4277","DOIUrl":"https://doi.org/10.18359/ravi.4277","url":null,"abstract":"","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"11 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67814588","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}
{"title":"Página de la Linea Editorial","authors":"Carlos Gaviria Mendoza","doi":"10.18359/RAVI.3173","DOIUrl":"https://doi.org/10.18359/RAVI.3173","url":null,"abstract":"","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"10 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43946062","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}
Lilian Karina DeArco-Paternina, Hugo de Jesus Barrios-Barcelo, Ginna Mercedes Parra-Ortega
This article describes the feasibility of implementing the educational modality known as Blended learning in the specialization of petroleum refining and basic petrochemical processes engineering at the University of San Buenaventura, Cartagena branch. For this purpose, information was collected through virtual surveys carried out on the target population, the study of the economic and financial viability of the project was carried out and the results were presented to the corresponding entities of the University. Within the study, we identified nine drivers or agents motivating decision as well as the financial viability obtained through indicators such as net present value and internal rate of return. As a result, it was determined that the implementation of this modality creates a great business opportunity for the University, aligned with its corporate education strategy and with a spirit of service to the community. Consequently, this specialization could be carried out in the B-learning mode, due to the lack of time of the target population to attend one hundred percent classroom sessions and to the fact that the institution has the technological platform, financial support and Nationwide recognition.
{"title":"Feasibility analysis of a system of education B-learning: case study University of san Buenaventura","authors":"Lilian Karina DeArco-Paternina, Hugo de Jesus Barrios-Barcelo, Ginna Mercedes Parra-Ortega","doi":"10.18359/RAVI.2706","DOIUrl":"https://doi.org/10.18359/RAVI.2706","url":null,"abstract":"This article describes the feasibility of implementing the educational modality known as Blended learning in the specialization of petroleum refining and basic petrochemical processes engineering at the University of San Buenaventura, Cartagena branch. For this purpose, information was collected through virtual surveys carried out on the target population, the study of the economic and financial viability of the project was carried out and the results were presented to the corresponding entities of the University. Within the study, we identified nine drivers or agents motivating decision as well as the financial viability obtained through indicators such as net present value and internal rate of return. As a result, it was determined that the implementation of this modality creates a great business opportunity for the University, aligned with its corporate education strategy and with a spirit of service to the community. Consequently, this specialization could be carried out in the B-learning mode, due to the lack of time of the target population to attend one hundred percent classroom sessions and to the fact that the institution has the technological platform, financial support and Nationwide recognition.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"10 1","pages":"7-19"},"PeriodicalIF":0.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42670998","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}
A. M. Báez, Olga Pérez-González, B. Triana-Hernández
In the article a didactic proposal is made, which envisions the development of the procedural activity through the semiotic representations of the processes of variation and change, as a scenario for the formation of concepts in the learning process of the Differential Calculus, and how it uses the mathematical assistant DERIVE, as a platform for its performance. The theoretical framework is given by the use of multiple registers of semiotic representations as a way to achieve the nexus between conceptual and procedural understanding. It was demonstrated, through the experimental validation, that with this approach the students significantly improve their performance in the solution of mathematical exercises, which was the objective of the research
{"title":"Propuesta didáctica basada en múltiples formas de representación semiótica de los objetos matemáticos para desarrollar el proceso de enseñanza aprendizaje del cálculo diferencial","authors":"A. M. Báez, Olga Pérez-González, B. Triana-Hernández","doi":"10.18359/RAVI.2743","DOIUrl":"https://doi.org/10.18359/RAVI.2743","url":null,"abstract":"In the article a didactic proposal is made, which envisions the development of the procedural activity through the semiotic representations of the processes of variation and change, as a scenario for the formation of concepts in the learning process of the Differential Calculus, and how it uses the mathematical assistant DERIVE, as a platform for its performance. The theoretical framework is given by the use of multiple registers of semiotic representations as a way to achieve the nexus between conceptual and procedural understanding. It was demonstrated, through the experimental validation, that with this approach the students significantly improve their performance in the solution of mathematical exercises, which was the objective of the research","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"10 1","pages":"20-30"},"PeriodicalIF":0.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49561536","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}
F. Peña-García, Armando Ezquerro-Cordón, Verónica López-Fernández
One of the main challenges at present is to achieve high - quality Education, one which takes into account, along with the whole teaching-learning process, the students’ diverse abilities, skills and cognitive, social and emotional aptitudes. The insertion of multiple intelligences, as well as variables such as creativity, may contribute to the development of singular capacities and students’ school performance. Studying the way these variables are related is imperative. The objective of this investigation consists in analyzing the link between Creativity, Multiple Intelligences and Academic Performance among Colombian primary school students. The design for this study is a non-experimental – descriptive – correlating focus, in which a sample of 40 subjects was studied; 20 girls and 20 boys with an age average of 10,051. All of them studying 5th grade in primary school at the Educational Institution Ana Elisa Cuenca Lara, branch Santa Ana, at the municipality of Yaguara – Hulia – Colombia. Their creativity was estimated through the use of two tests, one subjective, Turtle (1980), and one objective of execution EMUC, Sanchez (2006). To meet the Multiple Intelligences, it was applied a full specific inventory filled out by the valued students’ teachers, taken from Valero (2015). For the academic performance, the 2015’s subjects’ school record was taken as a reference. As statistical analysis, it was applied the descriptive – correlating (Person’s correlation coefficient), with the statistical software SPSS, version 2.2. The results obtained confirm all hypotheses contemplated, making evident a statistically meaningful and positive connection between the three variables analyzed. Finally, it analyzes the results for Multiple Intelligences and creativity as empowering strategies for the valued subjects’ academic development in this investigation’s sample
{"title":"Un estudio piloto de la relación entre la creatividad, las inteligencias múltiples y el rendimiento académico en estudiantes de educación obligatoria","authors":"F. Peña-García, Armando Ezquerro-Cordón, Verónica López-Fernández","doi":"10.18359/RAVI.2850","DOIUrl":"https://doi.org/10.18359/RAVI.2850","url":null,"abstract":"One of the main challenges at present is to achieve high - quality Education, one which takes into account, along with the whole teaching-learning process, the students’ diverse abilities, skills and cognitive, social and emotional aptitudes. The insertion of multiple intelligences, as well as variables such as creativity, may contribute to the development of singular capacities and students’ school performance. Studying the way these variables are related is imperative. The objective of this investigation consists in analyzing the link between Creativity, Multiple Intelligences and Academic Performance among Colombian primary school students. The design for this study is a non-experimental – descriptive – correlating focus, in which a sample of 40 subjects was studied; 20 girls and 20 boys with an age average of 10,051. All of them studying 5th grade in primary school at the Educational Institution Ana Elisa Cuenca Lara, branch Santa Ana, at the municipality of Yaguara – Hulia – Colombia. Their creativity was estimated through the use of two tests, one subjective, Turtle (1980), and one objective of execution EMUC, Sanchez (2006). To meet the Multiple Intelligences, it was applied a full specific inventory filled out by the valued students’ teachers, taken from Valero (2015). For the academic performance, the 2015’s subjects’ school record was taken as a reference. As statistical analysis, it was applied the descriptive – correlating (Person’s correlation coefficient), with the statistical software SPSS, version 2.2. The results obtained confirm all hypotheses contemplated, making evident a statistically meaningful and positive connection between the three variables analyzed. Finally, it analyzes the results for Multiple Intelligences and creativity as empowering strategies for the valued subjects’ academic development in this investigation’s sample","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"10 1","pages":"31-46"},"PeriodicalIF":0.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49656414","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}
Lucelly Correa Cruz, Lillyam López de Parra, Magda Julissa Rojas Bahamón, Diego Felipe Arbeláez Campillo
El objetivo de este articulo consiste en analizar las normas y estrategias implementadas en el pais para la formacion de profesores en el uso de las tic. La metodologia se cine a la investigacion cualitativa de caracter documental; para ello, se revisaron y sistematizaron documentos sobre lineamientos de politicas de formacion docente para el uso de las tic en el ambito internacional y nacional y, asimismo, las estrategias de formacion en tic. Los resultados senalan que los lineamientos de politicas sobre formacion en tic tienen tres ejes importantes: acceso a las tic, formacion de profesores y configuracion de redes. El proposito de la formacion en tic es obtener competitividad, calidad y equidad de la educacion. Las estrategias de formacion de profesores se han realizado por niveles y privilegiado la tecnica de cascada. Las conclusiones destacan que varias de las estrategias de formacion implementadas aun no superan la formacion instrumentalista de las tic y no han logrado ahondar en la fundamentacion pedagogica, comunicativa e investigativa, tal como se plantea en la normatividad. Por consiguiente, se requiere fundamentar el empleo de las tic desde la vision critica y la perspectiva de mediacion cultural.
{"title":"Normatividad y estrategias de formación de profesores en tecnologías de la información y comunicación","authors":"Lucelly Correa Cruz, Lillyam López de Parra, Magda Julissa Rojas Bahamón, Diego Felipe Arbeláez Campillo","doi":"10.18359/RAVI.2199","DOIUrl":"https://doi.org/10.18359/RAVI.2199","url":null,"abstract":"El objetivo de este articulo consiste en analizar las normas y estrategias implementadas en el pais para la formacion de profesores en el uso de las tic. La metodologia se cine a la investigacion cualitativa de caracter documental; para ello, se revisaron y sistematizaron documentos sobre lineamientos de politicas de formacion docente para el uso de las tic en el ambito internacional y nacional y, asimismo, las estrategias de formacion en tic. Los resultados senalan que los lineamientos de politicas sobre formacion en tic tienen tres ejes importantes: acceso a las tic, formacion de profesores y configuracion de redes. El proposito de la formacion en tic es obtener competitividad, calidad y equidad de la educacion. Las estrategias de formacion de profesores se han realizado por niveles y privilegiado la tecnica de cascada. Las conclusiones destacan que varias de las estrategias de formacion implementadas aun no superan la formacion instrumentalista de las tic y no han logrado ahondar en la fundamentacion pedagogica, comunicativa e investigativa, tal como se plantea en la normatividad. Por consiguiente, se requiere fundamentar el empleo de las tic desde la vision critica y la perspectiva de mediacion cultural.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"10 1","pages":"2"},"PeriodicalIF":0.8,"publicationDate":"2017-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44045284","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}
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