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La falta de capacitaciones en el uso y manejo de plataformas educativas, así como en herramientas digitales por parte de los docentes y estudiantes, ha sido el principal problema de este estudio puesto que la enseñanza impartida y aprendizaje adquirido no tuvieron al inicio la misma calidad y efectividad como en modalidad presencial. Se adoptó una metodología mixta (cualitativa y cuantitativa), siendo el instrumento de recogida de datos el formulario aplicado a 213 estudiantes de la una Institución de Educación Superior. Los resultados obtenidos mostraron que los estudiantes están satisfechos con el uso de la metodología aplicada y el trabajo realizado en entornos virtuales. 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window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":94720265,"created_at":"2023-01-10T09:15:02.259-08:00","from_world_paper_id":null,"updated_at":"2023-02-25T12:53:11.765-08:00","_data":{"doi":"10.22533/at.ed.5582352201111","abstract":"El uso de herramientas digitales a partir de la actual pandemia desencadenó un sinnúmero de métodos de enseñanza – aprendizaje en la Educación Superior como parte de la innovación tecnológica educativa. La falta de capacitaciones en el uso y manejo de plataformas educativas, así como en herramientas digitales por parte de los docentes y estudiantes, ha sido el principal problema de este estudio puesto que la enseñanza impartida y aprendizaje adquirido no tuvieron al inicio la misma calidad y efectividad como en modalidad presencial. Se adoptó una metodología mixta (cualitativa y cuantitativa), siendo el instrumento de recogida de datos el formulario aplicado a 213 estudiantes de la una Institución de Educación Superior. Los resultados obtenidos mostraron que los estudiantes están satisfechos con el uso de la metodología aplicada y el trabajo realizado en entornos virtuales. Se concluyó que las herramientas digitales influyen directamente en los métodos de enseñanza–aprendizaje mediante el estudio ilustrativo, dinámico y analítico, desarrollando un óptimo aprendizaje en tiempos de Covid-19.\n\n","publication_date":"2022,,","publication_name":"USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora)"},"document_type":"book","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora)","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [181069810]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":97099639,"attachmentType":"pdf"}"><img alt="First page of “USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora)”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/97099639/mini_magick20230110-1-1wsxk71.png?1673370939" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora)</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="181069810" href="https://independent.academia.edu/NataliaOliveira226"><img alt="Profile image of Atena Editora" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/181069810/50157265/38252977/s65_atena.editora.png" />Atena Editora</a></div><p class="ds-work-card--detail ds2-5-body-sm">2022, USE OF DIGITAL TOOLS IN TEACHING METHODS - HIGHER EDUCATION LEARNING (Atena Editora)</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">El uso de herramientas digitales a partir de la actual pandemia desencadenó un sinnúmero de métodos de enseñanza – aprendizaje en la Educación Superior como parte de la innovación tecnológica educativa. La falta de capacitaciones en el uso y manejo de plataformas educativas, así como en herramientas digitales por parte de los docentes y estudiantes, ha sido el principal problema de este estudio puesto que la enseñanza impartida y aprendizaje adquirido no tuvieron al inicio la misma calidad y efectividad como en modalidad presencial. Se adoptó una metodología mixta (cualitativa y cuantitativa), siendo el instrumento de recogida de datos el formulario aplicado a 213 estudiantes de la una Institución de Educación Superior. Los resultados obtenidos mostraron que los estudiantes están satisfechos con el uso de la metodología aplicada y el trabajo realizado en entornos virtuales. Se concluyó que las herramientas digitales influyen directamente en los métodos de enseñanza–aprendizaje mediante el estudio ilustrativo, dinámico y analítico, desarrollando un óptimo aprendizaje en tiempos de Covid-19. </p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":97099639,"attachmentType":"pdf","workUrl":"https://www.academia.edu/94720265/USE_OF_DIGITAL_TOOLS_IN_TEACHING_METHODS_HIGHER_EDUCATION_LEARNING_Atena_Editora_"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":97099639,"attachmentType":"pdf","workUrl":"https://www.academia.edu/94720265/USE_OF_DIGITAL_TOOLS_IN_TEACHING_METHODS_HIGHER_EDUCATION_LEARNING_Atena_Editora_"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="97099639" data-landing_url="https://www.academia.edu/94720265/USE_OF_DIGITAL_TOOLS_IN_TEACHING_METHODS_HIGHER_EDUCATION_LEARNING_Atena_Editora_" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="49582548" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49582548/Ecosistemas_did%C3%A1cticos_digitales_para_el_aprendizaje_an%C3%A1lisis_pragm%C3%A1tico">Ecosistemas didácticos digitales para el aprendizaje: análisis pragmático</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="173730847" href="https://independent.academia.edu/Jos%C3%A9Hern%C3%A1ndezOrtega">José Hernández Ortega</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5076732" href="https://alicante.academia.edu/JuanFcoAlvarez">Juan-Francisco ALVAREZ-HERRERO</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International online Conference on "MOOCs, language learning and mobility: design, integration, reuse", 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Educar y aprender en el actual contexto socio-cultural es un hecho que supone un reto ante los nuevos medios y mecanismos de aprendizaje. La escuela, entendida como ubicación en la que se genera el conocimiento, ha de facilitar cuantas posibilidades se den para que el alumnado cree conocimiento en cualquiera de sus formatos. La Educación, entendida como una realidad en la que convergen numerosos agentes, ha de propiciar que la sociedad digital también sea partícipe en las aulas. En la presente comunicación se abordará el análisis de prácticas docentes que han irrumpido con éxito significativo para su alumnado a través de la tecnología educativa. Lo que puede constituir una oportunidad es, para un amplio sector de los docentes, un objetivo a medio plazo que se ha visto incentivado tras la irrupción de la COVID-19. La digitalización, una asignatura pendiente en muchos entornos escolares, ha apremiado a los docentes a la intervención en las aulas para digitalizar tanto procedimental como metodológicamente las aulas españolas (Romeu-Fontanillas et al., 2020). La brecha en cuanto a conocimiento previo y desarrollo de competencias digitales docentes es una realidad que se intenta paliar a través de la creación de redes de conocimiento compartido por profesorado, alumnado y familias (Burgess & Sieversen, 2020; Rodicio-García et al., 2020). El objeto de este estudio extensivo de casos que compone la investigación lo constituyen 67 aplicaciones didácticas a disposición del alumnado y el profesorado de Educación Secundaria Obligatoria (ESO). El análisis descriptivo determina que dichas aplicaciones son escogidas atendiendo a factores como la facilidad de uso, la presencia de tutoriales en YouTube y su rápida aplicación en el aula. Asimismo, se ha realizado una clasificación taxonómica que pueda ser empleada por docentes y científicos a fin de establecer correlaciones entre herramientas educativas de características comunes para favorecer tanto los procesos de digitalización didáctica como la consolidación de la competencia digital docente entre el profesorado de Educación Secundaria Obligatoria (Cabero-Almenara & Palacios Rodríguez, 2020). Destacamos como relevante la convivencia de herramientas digitales que tienen la misma finalidad pedagógica y que conviven de forma aleatoria en las aulas (Kahoot, Socrative -Forms; Genially - PowerPoint - Keynote), etc. Lo que nos conduce a plantearnos si existe un criterio tecnológico o pedagógico en su elección o si, por el contrario, responden a tendencias impulsadas por campañas de mercadotecnia.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ecosistemas didácticos digitales para el aprendizaje: análisis pragmático","attachmentId":67903671,"attachmentType":"pdf","work_url":"https://www.academia.edu/49582548/Ecosistemas_did%C3%A1cticos_digitales_para_el_aprendizaje_an%C3%A1lisis_pragm%C3%A1tico","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/49582548/Ecosistemas_did%C3%A1cticos_digitales_para_el_aprendizaje_an%C3%A1lisis_pragm%C3%A1tico"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="33112477" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33112477/DIGITAL_TOOLS_IMPLEMENTED_IN_THE_LEARNING_PROCESS_MORE_OF_A_HELP_OR_HINDRANCE">DIGITAL TOOLS IMPLEMENTED IN THE LEARNING PROCESS: MORE OF A HELP OR HINDRANCE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27757434" href="https://reu.academia.edu/EvaMinasyan">Eva Minasyan</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This paper deals with the general problem how far the impact of the digitized learning environment on our traditional education has changed the way teachers teach and learners learn. 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Rather, the digital learning environment will be analyzed from an educational point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"DIGITAL TOOLS IMPLEMENTED IN THE LEARNING PROCESS: MORE OF A HELP OR HINDRANCE","attachmentId":53207948,"attachmentType":"pdf","work_url":"https://www.academia.edu/33112477/DIGITAL_TOOLS_IMPLEMENTED_IN_THE_LEARNING_PROCESS_MORE_OF_A_HELP_OR_HINDRANCE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33112477/DIGITAL_TOOLS_IMPLEMENTED_IN_THE_LEARNING_PROCESS_MORE_OF_A_HELP_OR_HINDRANCE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="117361994" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/117361994/Pr%C3%A1ticas_de_estudo_na_comunidade_acad%C3%AAmico_digital">Práticas de estudo na comunidade acadêmico-digital</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="173783613" href="https://ufscar-br.academia.edu/ClaudiaReyes">Claudia Reyes</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Internacional de Educação Superior</p><p class="ds-related-work--abstract ds2-5-body-sm">Este texto relata a experiência de três professoras universitárias a partir de um projeto apresentado ao Programa de Assistência Estudantil (PAE), elaborado com o intuito de introduzir os estudantes no ensino remoto emergencial no contexto da pandemia da COVID-19. 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Entendemos que a oferta do curso, baseado em evidências científicas de máximas aprendizagens foi fundamental para o acompanhamento dos estudantes em seus cursos de graduação e para nossa formação continuada, oportunizando a vivência da co-docê...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Práticas de estudo na comunidade acadêmico-digital","attachmentId":113238178,"attachmentType":"pdf","work_url":"https://www.academia.edu/117361994/Pr%C3%A1ticas_de_estudo_na_comunidade_acad%C3%AAmico_digital","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/117361994/Pr%C3%A1ticas_de_estudo_na_comunidade_acad%C3%AAmico_digital"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="111642395" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/111642395/Digital_technologies_and_the_teaching_process">Digital technologies and the teaching process</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="68009443" href="https://passeidireto.academia.edu/AnaLisaNishio">Ana Lisa Nishio</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Themes focused on interdisciplinarity and sustainable development worldwide V.1</p><p class="ds-related-work--abstract ds2-5-body-sm">This work is located in the context of the Covid-19 pandemic, during which time remote classes were instituted in public and private schools. We seek, through a qualitative research, to understand how the teachers of the cities of Juiz de Fora/MG and Petrópolis/RJ prepared their classes, adapting their pedagogical activities to the needs of the students, with the use of digital technologies. For data collection, we used the Form Google forms, sent to teachers from four municipalities - Juiz de Fora/MG, Magé/RJ, Petrópolis/RJ and Rio de Janeiro/RJ. Our studies were based on Moran (2008), Nóvoa (1995) and Tardif (2002). The results showed the need for adaptation by professionals and institutions to practices that allow students to use digital resources in the construction of knowledge; however, investments in public policies are needed for a better didactic use of network environments and appropriate use of digital technologies in educational institutions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Digital technologies and the teaching process","attachmentId":109120643,"attachmentType":"pdf","work_url":"https://www.academia.edu/111642395/Digital_technologies_and_the_teaching_process","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/111642395/Digital_technologies_and_the_teaching_process"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="85357736" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/85357736/Los_entornos_virtuales_de_aprendizaje_como_estrategia_de_mediaci%C3%B3n_pedag%C3%B3gica">Los entornos virtuales de aprendizaje como estrategia de mediación pedagógica</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66369500" href="https://independent.academia.edu/linameza6">lina meza</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Se realizo una revision a la literatura disponible asociada a los entornos virtuales de aprendizaje como estrategia de mediacion pedagogica, los cuales disponen de herramientas didacticas utiles, que facilitan la comprension y el desarrollo de las habilidades tecnologicas y cognitivas del estudiante. La investigacion fue de tipo cualitativo porque se analizo y describio la incidencia que tienen los EVA (entornos virtuales de aprendizaje) en la mediacion pedagogica de los docentes en sus clases, por lo cual se utilizo la revision documental como medio para la recoleccion de informacion cientifica. Lo anterior permitio establecer que la aplicacion de los EVA en la mediacion pedagogica facilita la intercomunicacion entre los docentes y estudiantes para la realizacion de los procesos de ensenanza-aprendizaje, ademas de afectar positivamente la motivacion y rendimiento de los estudiantes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Los entornos virtuales de aprendizaje como estrategia de mediación pedagógica","attachmentId":90078884,"attachmentType":"pdf","work_url":"https://www.academia.edu/85357736/Los_entornos_virtuales_de_aprendizaje_como_estrategia_de_mediaci%C3%B3n_pedag%C3%B3gica","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/85357736/Los_entornos_virtuales_de_aprendizaje_como_estrategia_de_mediaci%C3%B3n_pedag%C3%B3gica"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="103298662" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103298662/Competencias_Digitales_en_Docentes_de_Educaci%C3%B3n_Superior_Niveles_de_Dominio_y_Necesidades_Formativas">Competencias Digitales en Docentes de Educación Superior: Niveles de Dominio y Necesidades Formativas</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="165753795" href="https://guadalajara.academia.edu/RAMONAESMERALDAVELAZQUEZGARCIA">RAMONA ESMERALDA VELAZQUEZ GARCIA</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Digital de Investigación en Docencia Universitaria, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Partiendo de un modelo previo de competencia digital docente en educación superior, se realiza un estudio mixto secuencial (QUAN+QUAL). Se parte de un diseño multietápico en el estudio de detección de necesidades de acuerdo a dos de los objetivos del estudio: identificar las competencias actuales y establecer-priorizar las necesidades formativas. La población del estudio está referida al profesorado de instituciones universitarias de la Zona Metropolitana del Valle de México. Participa una muestra de 20 instituciones (11 públicas, 9 privadas), con 247 profesores implicados. Los resultados indican un dominio medio-bajo en las competencias digitales que corresponden con el rol de docencia (planificación, el desarrollo y conducción de experiencias de aprendizaje y la evaluación con apoyo de las TIC). Seguidamente se encuentran las competencias digitales relacionadas con la investigación y el desarrollo profesional con apoyo de las TIC. Las competencias digitales que más domina el profe...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Competencias Digitales en Docentes de Educación Superior: Niveles de Dominio y Necesidades Formativas","attachmentId":103343158,"attachmentType":"pdf","work_url":"https://www.academia.edu/103298662/Competencias_Digitales_en_Docentes_de_Educaci%C3%B3n_Superior_Niveles_de_Dominio_y_Necesidades_Formativas","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103298662/Competencias_Digitales_en_Docentes_de_Educaci%C3%B3n_Superior_Niveles_de_Dominio_y_Necesidades_Formativas"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="112449020" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112449020/Desarrollo_de_la_competencia_digital_del_docente_para_estar_en_el_espacio_educativo_de_la_universidad">Desarrollo de la competencia digital del docente para estar en el espacio educativo de la universidad</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="216031814" href="https://independent.academia.edu/ORLANDOCARDENAS23">ORLANDO CARDENAS</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Dilemas contemporáneos: Educación, Política y Valores, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">El objetivo del estudio es analizar los métodos de formación de competencias digitales en estudiantes de humanidades, docentes en estudio, en una de las universidades de Rusia. El objetivo de nuestra investigación fue estudiar el nivel de dominio de las tecnologías digitales; para estudiar el uso y el impacto de lo digital. El experimento involucró a 60 estudiantes. Los resultados de una encuesta sociológica de estudiantes, demostraron en el futuro ciertas competencias digitales de los estudiantes. La información obtenida servirá como una guía y una comprensión de qué tipo de estrategias y tecnologías se pueden utilizar en las aulas como parte de la formación de profesores de humanidades para satisfacer las necesidades de los estudiantes de la nueva generación digital.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Desarrollo de la competencia digital del docente para estar en el espacio educativo de la universidad","attachmentId":109676313,"attachmentType":"pdf","work_url":"https://www.academia.edu/112449020/Desarrollo_de_la_competencia_digital_del_docente_para_estar_en_el_espacio_educativo_de_la_universidad","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112449020/Desarrollo_de_la_competencia_digital_del_docente_para_estar_en_el_espacio_educativo_de_la_universidad"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="112508691" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112508691/Proyecci%C3%B3n_pedag%C3%B3gica_de_la_competencia_digital_docente_El_caso_de_una_cooperativa_de_ense%C3%B1anza">Proyección pedagógica de la competencia digital docente. El caso de una cooperativa de enseñanza</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="105921688" href="https://independent.academia.edu/MarthaAvilaRodr%C3%ADguez">Martha Avila Rodríguez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">IJERI: International Journal of Educational Research and Innovation, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">La sociedad de la información y el conocimiento en la que nos encontramos obliga al colectivo docente a adquirir competencias profesionales concernientes al ámbito tecnológico, con el propósito de atender a las necesidades de un alumnado envuelto y desarrollado en una era digital. El objetivo de este estudio se ha centrado en conocer el alcance pedagógico de la competencia digital de los docentes de una cooperativa de enseñanza. Para ello se ha seguido un diseño de investigación no experimental de tipo descriptivo con naturaleza cuantitativa. Se ha tomado como muestra a un total de 42 docentes de una cooperativa de enseñanza de la Ciudad Autónoma de Ceuta. Como instrumento de recogida de datos se ha utilizado un cuestionario ad hoc, cuya información recopilada fue tratada con posterioridad mediante el programa SPSS. Teniendo en cuenta las variables de estudio definidas en esta investigación, se ha obtenido que los participantes con mayor proyección pedagógica en el ámbito de las TIC...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Proyección pedagógica de la competencia digital docente. El caso de una cooperativa de enseñanza","attachmentId":109717558,"attachmentType":"pdf","work_url":"https://www.academia.edu/112508691/Proyecci%C3%B3n_pedag%C3%B3gica_de_la_competencia_digital_docente_El_caso_de_una_cooperativa_de_ense%C3%B1anza","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112508691/Proyecci%C3%B3n_pedag%C3%B3gica_de_la_competencia_digital_docente_El_caso_de_una_cooperativa_de_ense%C3%B1anza"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="31454143" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/31454143/Formative_Research_in_Ubiquitous_and_Virtual_Environments_in_Higher_Education_La_investigaci%C3%B3n_formativa_en_ambientes_ubicuos_y_virtuales_en_Educaci%C3%B3n_Superior">Formative Research in Ubiquitous and Virtual Environments in Higher Education La investigación formativa en ambientes ubicuos y virtuales en Educación Superior</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57809410" href="https://murcia.academia.edu/FranciscaJos%C3%A9SerranoPastor">Francisca José Serrano Pastor</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42476169" href="https://murcia.academia.edu/CristianVelandia">Cristian Velandia</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="58740442" href="https://independent.academia.edu/Mar%C3%ADaJos%C3%A9Mart%C3%ADnezSegura">María José Martínez Segura</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Academic training in research is fundamental in the quality of higher education and within this context, technological mediation becomes pivotal to reach student-centered learning objectives in any moment and at any time. The findings of a study, the purpose of which has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (E-learning and U-learning), are presented. The research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. The sample consisted of 189 fourth-year students of the Early Childhood Education degree, at El Bosque University in Bogotá, Colombia. The results reveal that U-learning environments strengthen and consolidate formative research as an ongoing process for undertaking educational research through personalization, adaptation, and situational learning, marking meaningful differences with respect to E-learning environments during the systematization stage. The intervention with U-learning environments has revealed challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the incorporation of technology with the purpose of making it something natural, adaptable, and interoperable, that students are able to use it without even thinking about it. Resumen La formación en investigación es fundamental en la calidad de la Educación Superior, y en este contexto, la mediación tecnológica resulta esencial para alcanzar objetivos de aprendizaje centrados en el estudiante en cualquier momento y lugar. Se presentan los hallazgos de un estudio cuyo propósito ha sido evaluar los resultados de la investigación formativa de dos grupos de alumnos que han interactuado en ambientes de aprendizaje E-learning y U-learning. La investigación obedece a un estudio cuasi-experimental con un dise-ño de series cronológicas y tratamiento múltiple, enmarcada en tres etapas definidas como referenciación, sistematización y análisis. La muestra ha estado constituida por 189 estudiantes de cuarto año de Licencia-tura en Educación Infantil de la Universidad El Bosque en Bogotá, Colombia. Los resultados revelan que los ambientes U-learning fortalecen la evaluación y consolidan la investigación formativa como un proceso per-manente para aprender investigación educativa por medio de la personalización, adaptación y el aprendiza-je situacional, marcando diferencias significativas con respecto a los ambientes E-learning durante la etapa de sistematización. La intervención con ambientes U-learning ha traído consigo retos y oportunidades de innovación en el currículo académico, tales como el fortalecimiento del vínculo entre la evaluación y la in-vestigación educativa en los campos de práctica profesional, así como la inclusión de la tecnología hasta convertirla en algo natural, adaptable e interoperable, de modo que los alumnos pueden utilizarla sin tan siquiera pensar en ella.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Formative Research in Ubiquitous and Virtual Environments in Higher Education La investigación formativa en ambientes ubicuos y virtuales en Educación Superior","attachmentId":51812191,"attachmentType":"pdf","work_url":"https://www.academia.edu/31454143/Formative_Research_in_Ubiquitous_and_Virtual_Environments_in_Higher_Education_La_investigaci%C3%B3n_formativa_en_ambientes_ubicuos_y_virtuales_en_Educaci%C3%B3n_Superior","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/31454143/Formative_Research_in_Ubiquitous_and_Virtual_Environments_in_Higher_Education_La_investigaci%C3%B3n_formativa_en_ambientes_ubicuos_y_virtuales_en_Educaci%C3%B3n_Superior"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="83272818" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/83272818/DIGITAL_multidisciplinary_and_multidimensional_in_the_classrooms">DIGITAL: multidisciplinary and multidimensional in the classrooms</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="126861171" href="https://independent.academia.edu/AnaNobre17">Ana Nobre</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2018</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"DIGITAL: multidisciplinary and multidimensional in the classrooms","attachmentId":88674217,"attachmentType":"pdf","work_url":"https://www.academia.edu/83272818/DIGITAL_multidisciplinary_and_multidimensional_in_the_classrooms","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/83272818/DIGITAL_multidisciplinary_and_multidimensional_in_the_classrooms"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":97099639,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":97099639,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_97099639" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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