Dra. Badilla-Quintana, María Graciela

Dans cet article, on explore les caractéristiques assumées par les personnes qui participent au pacte communicatif sous forme de témoignage, en recherchant à la fois, au sein du sujet de la subalternité dans le postmodernisme, le problème éthique de la représentation des marginaux et celui de l’énonciation. L’examen du rôle appartenant à l’intellectuel qui parle pour remplacer l’autre, soulève la question suivante : est-il légitime que la voix du subalterne soit représentée par le discours d’un étranger ? Cela amène la deuxième question : quelle est la responsabilité de l’intellectuel dans la construction du sujet subalterne du postmodernisme?

This article seeks to provide a view on the process of curricular integration of ICTs (Information and Communication Technologies) in higher education, throughout the submission of proposals of how to use some of these resources, with practical examples of its implementation in the learning process of students in subjects from the Initial Teacher Training and Geological Civil Engineering major at the Universidad Católica de la Santísima Concepción in Chile. Furthermore, the innovative and educational experiences mediated by ICT, described in this paper, allow us to visualize the important role that institutions of higher education play, not only in the training of future professionals making an emphasis on the digital skills necessary for their development in the XXI century, but also as suitable spaces for development and ongoing training of teachers with innovative methodological strategies that facilitate and enhance the educational process.

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.

Las habilidades para el siglo XXI son un grupo de habilidades cognitivas, sociales, emocionales y digitales que ayudarán a los estudiantes de hoy a enfrentar los desafíos y problemas que surgirán cuando sean ciudadanos de la sociedad del conocimiento. Este artículo compara marcos referenciales de habilidades para el siglo XXI y propone un modelo eco-sistémico de habilidades y un marco de referencia que sintetiza la diversidad existente desde y para un contexto Latinoamericano. Sobre la base de una metodología de casos y un análisis descriptivo comparativo se evidenciaron concordancias, discrepancias e incongruencias entre los diferentes marcos consultados. Se creó un modelo teórico eco-sistémico que recategoriza diversas dimensiones, redefine y ordena un conjunto de habilidades otorgando sustento teórico para los procesos de innovación educativa en Latinoamérica y Chile.

This paper explores data retrieved from Educational Immersive Virtual Worlds to describe pre-service teachers’ skills and perceptions about the simulation tasks. This project had 10 participants who were immersed for 3 years in the Technology and Pedagogical Models in Immersive Worlds island, a multi-user virtual environment in Second Life and Open Simulator. In this project, we evaluated how three-dimensional virtual environments can facilitate the achievement of teaching and learning processes. Based on quantitative and qualitative methodologies, two data collection instruments were applied. Through observation grids and personal log books, professional performance of the 18 pedagogical challenges implemented was collected. The statistical analysis shows that the students improved their technology skills and educational aspects about good practices in classes, regardless of the type of platform used. The analysis through Constant Comparing Method reported a positive assessment of the use of virtual environments, especially about the use of teaching strategies. Main conclusions regarding the pedagogical context reflect the importance of peer assessment on teaching performance, as well as the complexity of role-plays as intellectual challenges to enhance pre-service teachers’ skills. The main difficulties identified during the development of the activities were technical in nature, reporting hardware and connectivity issues.

The initial training of quality teachers is seen as a key to improving the learning outcomes of students in Chile. The TYMMI project is one of the initiatives being developed to provide a space for simulation for teaching practices in immersive virtual environments in Second Life and Open Sim. Initial Teachers Training belong to the School of Education at the Universidad Católica de la Santísima Concepción, participated during 2014 in the implementation of challenges, based on a pedagogical model and teaching strategies such as role play and problem-based learning. Through direct observation and blogs, the results show that participants have an important domain in the pedagogical and technological interaction. Despite the perception of the technical difficulties of using platforms, students emphasize that the experience has been supportive along their teaching practices, and it has allowed them to reinforce subject content, which poses a very motivating intellectual and technological challenge.

Immersive Technology has dramatically changed the concept of teaching and learning. Its academic study is recent, so there is little to no background information that can explain how its stimuli and cognitive reactions can improve students' learning experiences. Therefore, this study set out to analyze the psychometric properties of a questionnaire to measure the stimuli and cognitive reactions inherent in Immersive Technology. Rigorous criteria were considered in the questionnaire's design and validation in order to achieve this objective: theoretical review, expert judgment, cognitive interview, pilot test, and exploratory and confirmatory factor analysis. The instrument was administered to 231 middle school students in Concepción, Chile. Participants responded to the instrument after observing and interacting with science content using augmented reality and virtual reality technologies. After conducting the analyses, a latent structure with a good fit for the data was obtained, consisting of 16 items that underlie the latent variables, interactivity, presence, and flow. The questionnaire, called TINMER, presents a satisfactory level of reliability (0.85). Guidelines for its use are discussed to deepen the potential of Immersive Technology in learning experiences.

The integration of immersive technology is one of the main trends in education. The purpose of this study is to understand how elementary school students experience the use of immersive technology, considering three properties: interactivity, presence, and flow. A natural science pedagogical intervention that incorporated the use of virtual reality and augmented reality was elaborated. 231 students from four schools in Concepción, Chile, participated. After the intervention, an instrument was applied to learn about the immersive experience. Findings indicate a high degree of agreement with the instrument's statements, which allows us to determine favourable levels of interactivity, presence, and flow, as well as the significant and positive association of these technological properties. Guidelines are proposed to maximise the capacity of immersive technologies in learning environments.