Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
Titulo:

Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
.

Sumario:

La pandemia del COVID-19 aceleró la adopción de métodos de enseñanza virtuales e híbridos, provocando cambios sustanciales en los enfoques educativos. Este estudio se centró en evaluar el efecto de las tecnologías mediadoras en los procesos educativos posteriores a la pandemia, subrayando su rol esencial en mejorar la interacción y cooperación entre docentes y estudiantes. Aunque su relevancia es evidente, persisten desafíos en cuanto al acceso, la calidad y la evaluación de las iniciativas educativas tecnológicas. Para enfrentar estos retos, se ejecutó una revisión literaria, examinando 26 estudios académicos internacionales publicados en los últimos cinco años. Los hallazgos indican que las tecnologías mediadoras influyen positivamente en... Ver más

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Propósitos y Representaciones

2307-7999

2310-4635

Navarro, Rafael Cecilio

UNIVERSIDAD SAN IGNACIO DE LOYOLA

10.20511/pyr2024.v12.1958

12

2024-01-01

e1958

e1958

Perú

educación virtual

Educación tecnológica

Procesos de aprendizaje

Procesos de enseñanza

Mediación tecnológica

http://purl.org/coar/access_right/c_abf2

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Propósitos y Representaciones - 2024

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

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spelling Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
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Propósitos y Representaciones - 2024
https://creativecommons.org/licenses/by-nc-nd/4.0
Español
https://revistas.usil.edu.pe/index.php/pyr/article/view/1958
Propósitos y Representaciones
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.
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Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B. M., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00216-z
12
educación virtual
Educación tecnológica
Procesos de aprendizaje
Procesos de enseñanza
Mediación tecnológica
Navarro, Rafael Cecilio
La pandemia del COVID-19 aceleró la adopción de métodos de enseñanza virtuales e híbridos, provocando cambios sustanciales en los enfoques educativos. Este estudio se centró en evaluar el efecto de las tecnologías mediadoras en los procesos educativos posteriores a la pandemia, subrayando su rol esencial en mejorar la interacción y cooperación entre docentes y estudiantes. Aunque su relevancia es evidente, persisten desafíos en cuanto al acceso, la calidad y la evaluación de las iniciativas educativas tecnológicas. Para enfrentar estos retos, se ejecutó una revisión literaria, examinando 26 estudios académicos internacionales publicados en los últimos cinco años. Los hallazgos indican que las tecnologías mediadoras influyen positivamente en la motivación, la retención de estudiantes y el aprendizaje autodirigido, especialmente en la educación superior y la enseñanza de idiomas. Sin embargo, los efectos varían según el contexto. Se recomienda una estrategia de implementación tecnológica en el aula que potencie los aprendizajes y apoye una formación integral, resaltando la importancia de desarrollar programas integrales de planificación, ejecución y evaluación de tecnologías educativas antes de aplicar estos hallazgos en contextos específicos como el colombiano.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Publication
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Dianati, S., Nguyen, M., Dao, P., Iwashita, N., & Vasquez, C. (2020). Student perceptions of technological tools for flipped instruction: The case of Padlet, ¡Kahoot!, and Cirrus. Journal of University Teaching & Learning Practice, 17(5). https://ro.uow.edu.au/jutlp/vol17/iss5/4
Learning processes
Technological mediation
The COVID-19 pandemic accelerated the adoption of virtual and hybrid teaching methods, leading to substantial changes in educational approaches. This study focused on evaluating the effect of mediating technologies on post-pandemic educational processes, emphasizing their essential role in enhancing interaction and cooperation between teachers and students. Although their relevance is evident, challenges persist in terms of access, quality, and evaluation of technological educational initiatives. To address these challenges, a comprehensive literature review was conducted, examining 26 international academic studies published in the last five years. The findings indicate that mediating technologies positively influence motivation, student retention, and self-directed learning, especially in higher education and language teaching. However, the effects vary depending on the context. It is recommended to implement a technological strategy in the classroom that enhances learning and supports holistic education, highlighting the importance of developing comprehensive programs for planning, execution, and evaluation of educational technologies before applying these findings in specific contexts like Colombia.
Teaching processes
Journal article
Technological education
Virtual education
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review
https://revistas.usil.edu.pe/index.php/pyr/article/download/1958/1900
2024-01-01T00:00:00Z
2024-01-01T00:00:00Z
2024-01-01
2307-7999
2310-4635
10.20511/pyr2024.v12.1958
e1958
e1958
https://doi.org/10.20511/pyr2024.v12.1958
institution UNIVERSIDAD SAN IGNACIO DE LOYOLA
thumbnail https://nuevo.metarevistas.org/USIL/logo.png
country_str Perú
collection Propósitos y Representaciones
title Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
spellingShingle Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
Navarro, Rafael Cecilio
educación virtual
Educación tecnológica
Procesos de aprendizaje
Procesos de enseñanza
Mediación tecnológica
Learning processes
Technological mediation
Teaching processes
Technological education
Virtual education
title_short Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
title_full Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
title_fullStr Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
title_full_unstemmed Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
title_sort infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática
title_eng Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review
description La pandemia del COVID-19 aceleró la adopción de métodos de enseñanza virtuales e híbridos, provocando cambios sustanciales en los enfoques educativos. Este estudio se centró en evaluar el efecto de las tecnologías mediadoras en los procesos educativos posteriores a la pandemia, subrayando su rol esencial en mejorar la interacción y cooperación entre docentes y estudiantes. Aunque su relevancia es evidente, persisten desafíos en cuanto al acceso, la calidad y la evaluación de las iniciativas educativas tecnológicas. Para enfrentar estos retos, se ejecutó una revisión literaria, examinando 26 estudios académicos internacionales publicados en los últimos cinco años. Los hallazgos indican que las tecnologías mediadoras influyen positivamente en la motivación, la retención de estudiantes y el aprendizaje autodirigido, especialmente en la educación superior y la enseñanza de idiomas. Sin embargo, los efectos varían según el contexto. Se recomienda una estrategia de implementación tecnológica en el aula que potencie los aprendizajes y apoye una formación integral, resaltando la importancia de desarrollar programas integrales de planificación, ejecución y evaluación de tecnologías educativas antes de aplicar estos hallazgos en contextos específicos como el colombiano.
description_eng The COVID-19 pandemic accelerated the adoption of virtual and hybrid teaching methods, leading to substantial changes in educational approaches. This study focused on evaluating the effect of mediating technologies on post-pandemic educational processes, emphasizing their essential role in enhancing interaction and cooperation between teachers and students. Although their relevance is evident, challenges persist in terms of access, quality, and evaluation of technological educational initiatives. To address these challenges, a comprehensive literature review was conducted, examining 26 international academic studies published in the last five years. The findings indicate that mediating technologies positively influence motivation, student retention, and self-directed learning, especially in higher education and language teaching. However, the effects vary depending on the context. It is recommended to implement a technological strategy in the classroom that enhances learning and supports holistic education, highlighting the importance of developing comprehensive programs for planning, execution, and evaluation of educational technologies before applying these findings in specific contexts like Colombia.
author Navarro, Rafael Cecilio
author_facet Navarro, Rafael Cecilio
topicspa_str_mv educación virtual
Educación tecnológica
Procesos de aprendizaje
Procesos de enseñanza
Mediación tecnológica
topic educación virtual
Educación tecnológica
Procesos de aprendizaje
Procesos de enseñanza
Mediación tecnológica
Learning processes
Technological mediation
Teaching processes
Technological education
Virtual education
topic_facet educación virtual
Educación tecnológica
Procesos de aprendizaje
Procesos de enseñanza
Mediación tecnológica
Learning processes
Technological mediation
Teaching processes
Technological education
Virtual education
citationvolume 12
citationedition , Año 2024 : Enero - Diciembre
publisher Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.
ispartofjournal Propósitos y Representaciones
source https://revistas.usil.edu.pe/index.php/pyr/article/view/1958
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
Propósitos y Representaciones - 2024
https://creativecommons.org/licenses/by-nc-nd/4.0
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
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