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.
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.
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.
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.
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.
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.