Dr. Careaga-Butter, Marcelo

La sociedad se encuentra en una transición sociocultural provocando la aceleración del desarrollo de habilidades tecnológicas. La pandemia por covid-19 y post pandemia generó nuevos escenarios educativos en el mundo. Desarrollar Habilidades tecnológicas es lo que permite al estudiante desenvolverse de manera eficaz en los nuevos contextos de aprendizaje. Esta investigación tuvo como objetivo analizar las habilidades tecnológicas para el aprendizaje (HTPA) que posee el estudiante de 6.º año de primaria y 2.º año de secundaria para establecer relaciones entre la percepción sobre htpa, el tipo de establecimiento, el nivel educativo y el desarrollo de actividades prácticas mediante dichas habilidades. El enfoque es cuantitativo, no experimental, descriptivo-correlacional. Los instrumentos fueron aplicados a una muestra de 665 estudiantes. Se aplicó un cuestionario que evaluó la percepción que tiene el estudiante respecto de sus htpa, y una actividad práctica para demostrar habilidades tecnológicas en un Entorno Virtual de Aprendizaje (EVA). Ambos instrumentos fueron creados con las siguientes dimensiones: Información, Comunicación y Colaboración, Convivencia Digital y Tecnológica. Los principales resultados indican que los estudiantes tienen diferentes percepciones y que algunas no son coherentes con las acciones prácticas realizadas.

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 Biobío 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.

La gestión del tiempo para el trabajo colaborativo es posiblemente uno de los aspectos determinantes para el desarrollo de la labor educativa inclusiva. En este artículo de investigación se presenta un estudio cuyo objetivo fue conocer la gestión del tiempo destinado al trabajo colaborativo por docentes de educación regular y de educación especial de establecimientos educacionales con Programa de Integración Escolar (PIE). Se utilizó un enfoque cualitativo, con un diseño de estudio de caso múltiple. Participaron diez docentes de ambos sexos, seis de educación regular y cuatro de educación especial, de diferentes establecimientos educacionales. Como instrumento se utilizó una entrevista semiestructurada. Se realizó un análisis del contenido temático 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.

En la actual transición cultural, una de las necesidades emergente de los profesores es el uso educativo competente de Tecnologías de la Información y Comunicación (TIC). Este artículo da a conocer el resultado de la validación piloto de un modelo que permite evaluar Competencias TIC de profesores en contexto educativos. Sobre la base de la metodología cuantitativa, se aplicaron instrumentos para la validación de expertos y de usuarios. Para la validación teórica del modelo y de la matriz, participaron 10 expertos quienes analizaron la propuesta a través de un cuestionario y, para la validación práctica a nivel de usuario, participó una muestra piloto de 20 profesores, a quienes se les aplicó una pauta de observación, la cual permitió registrar sus acciones respecto de la competencia TIC en contexto. Los análisis 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 teórica como empíricamente. Además, quedo evidenciado que los profesores tienen un bajo dominio de integración de estas y, son utilizadas para apoyar la enseñanza y no el aprendizaje de los estudiantes.

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 Católica de la Santísima Concepción, 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 expert’s 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.

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 people’s development,organizations, society, and culture.

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 Biobío 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

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.