Research Outputs
Habilidades tecnolĆ³gicas para el aprendizaje. Experiencias del estudiantado chileno
La sociedad se encuentra en una transiciĆ³n sociocultural provocando la aceleraciĆ³n del desarrollo de habilidades tecnolĆ³gicas. La pandemia por covid-19 y post pandemia generĆ³ nuevos escenarios educativos en el mundo. Desarrollar Habilidades tecnolĆ³gicas es lo que permite al estudiante desenvolverse de manera eficaz en los nuevos contextos de aprendizaje. Esta investigaciĆ³n tuvo como objetivo analizar las habilidades tecnolĆ³gicas para el aprendizaje (HTPA) que posee el estudiante de 6.Āŗ aƱo de primaria y 2.Āŗ aƱo de secundaria para establecer relaciones entre la percepciĆ³n sobre htpa, el tipo de establecimiento, el nivel educativo y el desarrollo de actividades prĆ”cticas mediante dichas habilidades. El enfoque es cuantitativo, no experimental, descriptivo-correlacional. Los instrumentos fueron aplicados a una muestra de 665 estudiantes. Se aplicĆ³ un cuestionario que evaluĆ³ la percepciĆ³n que tiene el estudiante respecto de sus htpa, y una actividad prĆ”ctica para demostrar habilidades tecnolĆ³gicas en un Entorno Virtual de Aprendizaje (EVA). Ambos instrumentos fueron creados con las siguientes dimensiones: InformaciĆ³n, ComunicaciĆ³n y ColaboraciĆ³n, Convivencia Digital y TecnolĆ³gica. Los principales resultados indican que los estudiantes tienen diferentes percepciones y que algunas no son coherentes con las acciones prĆ”cticas realizadas.
The new pyramid of needs for the digital citizen: A transition towards smart human cities
This article analyzes the cultural transition towards postmodernity or a knowledge society and its impact on the changing needs of cities. This transition is characterized by a growing diversification of the use of technologies in most of the economic, political, educational, social,and cultural activities of different human groups. The concept of smart cities emerges, in which the roles and behaviors of citizens are redefined in physical spaces and in their interactions, as well as the function of institutions and interpersonal relationships. Emerging models of social and cultural behavior are required to analyze and systematize these realities, to understand how to increase effectiveness in action, and to rethink education and new ways of teaching and learning.All these processes are based on phenomena of innovation and management, mediated by technology.We proposed an analysis of the new digital skills of these individuals. The elements that shape the reformulation of roles and reference models, as well as an analysis of the postmodern cultural changes and the formation of a holistic, human-community-technology vision, are based on a new pyramid of training needs in which technologies are placed at the service of peopleās development,organizations, society, and culture.
ValidaciĆ³n de un modelo para evaluar competencias TIC de profesores en contextos educativos de Chile
En la actual transiciĆ³n cultural, una de las necesidades emergente de los profesores es el uso educativo competente de TecnologĆas de la InformaciĆ³n y ComunicaciĆ³n (TIC). Este artĆculo da a conocer el resultado de la validaciĆ³n piloto de un modelo que permite evaluar Competencias TIC de profesores en contexto educativos. Sobre la base de la metodologĆa cuantitativa, se aplicaron instrumentos para la validaciĆ³n de expertos y de usuarios. Para la validaciĆ³n teĆ³rica del modelo y de la matriz, participaron 10 expertos quienes analizaron la propuesta a travĆ©s de un cuestionario y, para la validaciĆ³n prĆ”ctica a nivel de usuario, participĆ³ una muestra piloto de 20 profesores, a quienes se les aplicĆ³ una pauta de observaciĆ³n, la cual permitiĆ³ registrar sus acciones respecto de la competencia TIC en contexto. Los anĆ”lisis demostraron que la matriz cumple con los elementos esenciales y que permite evaluar las competencias TIC de los profesores en sus contextos reales de trabajo cotidiano, tanto teĆ³rica como empĆricamente. AdemĆ”s, quedo evidenciado que los profesores tienen un bajo dominio de integraciĆ³n de estas y, son utilizadas para apoyar la enseƱanza y no el aprendizaje de los estudiantes.
Intercultural Talent Management Model: Virtual communities to promote collaborative learning in indigenous contexts. Teachersā and studentsā perceptions
The strong connection between technologies and globalization has made the phenomenon of interculturality increase at a global level. The aim was to determine the perception of teachers and students in the use of a Model of Talent Management for interculturality. A virtual learning environment (VLE) was used to link teachers and students of 5 schools in disadvantaged context of Chile through collaborative learning. The research is interpretive and positivist based on qualitative method approach, with quantitative contributions. Results show that talents of the students contribute to the formation of cultural identity that gives uniqueness to the human group to which they belong and the perception of teachers is that the phenomena of acculturation, enculturation and transculturation processes occur in learning linked to the management of the talents of students in intercultural contexts. With respect to the proposed model, trends indicate that it is possible to diagnose and promote talent through collaborative learning and intercultural dialogue. As for technology, it could be argued that it has reshaped relations between different cultures.
Critical and prospective analysis of online education in pandemic and post-pandemic contexts: Digital tools and resources to support teaching in synchronous and asynchronous learning modalities
Humanity, prior to the COVID-19 pandemic, was already in the process of a gradual cultural transition between modernity and postmodernity. The rapid pace of scientific and technological advances has led humans towards a progressive adaptation, as they develop new ways to confront and to solve their problems. In the exceptional context of the pandemic, people and institutions have faced a sudden need to readapt their ways of life and their means of communication. In education, the need to migrate from traditional classrooms to online systems was urgent, and the shift required digital tools and resources to support teaching. This theoretical article aims to analyze the disruption in the educational context and to detail the adaptations that may contribute to the effectiveness of educational processes. Moreover, it discusses the pedagogical, methodological, didactic, and evaluative aspects of the change in education. The article also proposes some guidelines for learning on both synchronous and asynchronous platforms. The trends associated with these changes are analyzed in order to offer a perspective on education in the post-pandemic world.
Sociological importance and validation of a questionnaire for the sustainability of personal learning environments (PLE) in 8th grade students of the Biobio Region in Chile
Contemporary society is going through a cultural transition that leads to new conceptions about the ways in which human beings organize socially and communicate. This process of deep social and cultural transformations is characterized by a technological disruption, in which virtuality forms a new dimension that behaves as an extension of human intelligence. This new form of human interaction impacts on the social imagination, demanding one to rethink social and educational paradigms for the two-dimensional citizen. In this context, this research article describes the sociological importance and the process of social adaptation of users to a personal learning environment (PLE). It includes the validation process of an instrument for the study of the PLE of 8th grade students belonging to 15 schools in the BiobĆo Region of Chile. A PLE is a frame of reference that can help to understand how two-dimensional citizens socially adapt and influence the sustainability of local and global systems. The validation method for this instrument considered four stages: i) Expert judgment: considering the opinions of six educators and experts in information and communication technologies (ICT); ii) a pilot test: that included a non-probabilistic sample of 472 subjects; iii) a principal components analysis (PCA); and iv) a confirmatory factor analysis (CFA). The Questionnaire on Work Habits and Learning for Professional Futures and the Context Questionnaire SIMCE TIC were used as a reference. When performing a psychometric analysis, a Cronbach alpha coefficient of 0.89 was obtained. This confirms that the adaptation of the instrument is good. The results of the dimensional analysis help us define a structure for the new instrument considering three components that explain 55% of the total variance. The results of the confirmatory factor analysis showed adjustment indexes that support the theoretical model proposed for the PLE study. In conclusion, the instrument was composed of three latent variables: Open self-regulated learning (OSRL) with eight questions, information management (IM) with four questions, and creation and transfer of knowledge (CTK) with four questions
Quality assurance for postgraduate programs: Design of a model applied on a University in Chile
The quality of Education in Chile is a controversial topic that has been in the public debate in the last several years. To ensure quality in graduate programs, accreditation is compulsory. The current article presents a model to improve the process of self-regulation. The main objective was to design a Model of Quality Assurance for Postgraduate Programs in order to constitute a theoretical, mathematical, and informatics reference that would optimize the processes of self-regulation, self-evaluation, and accreditation of master and doctorate programs from the Universidad CatĆ³lica de la SantĆsima ConcepciĆ³n, Chile. This descriptive research is based on a mixed methods approach. The proposal was intended through theoretical and empirical references related to the accreditation systems. The analysis process was conducted with key informants, and the informatics instrument was created and validated through expert judgment. After the analysis, the model was optimized considering the expertās suggestions. As a result of the optimization process, a matrix of eight dimensions was obtained and it is available online in order to be used by the heads of postgraduate programs. Finally, a model with four main stages was achieved in order to install a self-regulation and a self-evaluated culture that leads to accreditation as evidence of the quality of postgraduate programs.
Analysis of psychometric properties and validation of the Personal Learning Environments Questionnaire (B-PLE) in higher education students
We are living through a cultural transition, characterized by technological disruption and the erosion of the modern ideology, which are redefining the behavior of citizens in their physical and digital spaces. Virtuality emerges as a new human dimension, making it necessary to rethink social and educational paradigms for a new two-dimensional citizen. In this context, the psychometric features and validation procedure of an instrument (B-PLE) for analyzing Personal Learning Environments (PLE) in students of higher education institutions in the BiobĆo Region of Chile are described. There were four phases to the validation method: (i) content validity, as determined by six experts in education and ICT; (ii) pilot test, with a non-probabilistic sample of 327 subjects; (iii) principal components analysis (PCA); and (iv) confirmatory factor analysis (CFA). The results of the dimensional analysis made it possible to define the structure of the new instrument, explaining 72% of the total variance. The reliability analysis yielded an alpha coefficient of 0.92. The confirmatory factor analysis showed fit indexes that support the proposed theoretical model. In conclusion, the instrument was composed of three latent variables: Open learning (OL), with six questions, Information management (IM), with two questions, and Knowledge creation and transfer (KCT), with three questions.
Chiquitano didactics and cultural praxis mediated by digital culture
This is a qualitative study whose objective is to analyze, from a semantic, semiotic, and cultural pragmatic perspective, the self-representative aspects of the Chiquitano identity in the dissemination of its natural and cultural heritage in digital culture. The participants of the study were five hundred teachers, artisans, and cultural facilitators who participated in dialogic interviews and whose answers were corroborated through specialized documentary review. The general result is an analysis of the Chiquitano identity self-representation mediated by digital culture, from the theory of media and cultural studies. The specific results are (a) semanticāsemiotic analysis of didacticācultural praxis, ecopedagogy, and identity self-representation of teachers and cultural facilitators, (b) exploration of diverse interpretations of a singular identity placed in a plural and global context mediated by information and communication technologies (ICT), represented by a model of reconceptualization of interculturality in a virtual context. It is concluded that communicational technological intermediation makes viable spaces for teachers and cultural promoters to disseminate, transfer their heritage, and reflect on their didacticācultural praxis, from the identification processes experienced generation after generation, thus favoring the transfer of knowledge and wisdom in a close dialogue between the multimodal and tradition. It is concluded that through the reflexive use of communication technologies in the Chiquitano educational and cultural contexts, the identity and dissemination of the patrimonial richness of the Chiquitano ecoregion of Bolivia is enhanced, generating a close dialogue between the singular identities and the plurality of digital culture.
GestiĆ³n del tiempo, trabajo colaborativo docente e inclusiĆ³n educativa
La gestiĆ³n del tiempo para el trabajo colaborativo es posiblemente uno de los aspectos determinantes para el desarrollo de la labor educativa inclusiva. En este artĆculo de investigaciĆ³n se presenta un estudio cuyo objetivo fue conocer la gestiĆ³n del tiempo destinado al trabajo colaborativo por docentes de educaciĆ³n regular y de educaciĆ³n especial de establecimientos educacionales con Programa de IntegraciĆ³n Escolar (PIE). Se utilizĆ³ un enfoque cualitativo, con un diseƱo de estudio de caso mĆŗltiple. Participaron diez docentes de ambos sexos, seis de educaciĆ³n regular y cuatro de educaciĆ³n especial, de diferentes establecimientos educacionales. Como instrumento se utilizĆ³ una entrevista semiestructurada. Se realizĆ³ un anĆ”lisis del contenido temĆ”tico vertido en los discursos. Los datos se procesaron con la ayuda de N-Vivo 11. Los resultados muestran que el tiempo disponible para el trabajo colaborativo es insuficiente y que muchas veces este se realiza en espacios no formales.