Revista Interuniversitaria de Investigación en Tecnología Educativa最新文献

{"title":"Análisis de la competencia digital docente del profesorado de colegios rurales agrupado de la provincia de Albacete","authors":"Maria Del Pilar Ruiz Ruiz","doi":"10.6018/riite.395721","DOIUrl":"https://doi.org/10.6018/riite.395721","url":null,"abstract":"La transmisión de la cultura digital es uno de los retos más destacados del actual sistema educativo. La Unión Europea se plantea a través de la Estrategia Europa 2020 mejorar la accesibilidad, el uso y la calidad de las Tecnologías de la Información y de la Comunicación (TIC) en las zonas rurales. Para que ello sea posible, se precisan de recursos materiales y profesionales digitalmente competentes. En este estudio se pretende conocer la realidad que viven las escuelas rurales, de la provincia de Albacete, en lo que respecta a la calidad de la TIC, los recursos disponibles y las competencias digitales de sus docentes. Para ello, se ha empleado una metodología descriptiva y se ha utilizado el cuestionario como instrumento de recogida de información. Los resultados demuestran que las intenciones políticas no concuerdan con la realidad encontrada en nuestros datos. Las infraestructuras tecnológicas carecen de la calidad suficiente que posibiliten un acceso a internet de forma segura y eficaz. Por otro lado, los docentes que desempeñan su labor en estos centros hacen un uso limitado de las tecnologías en estas aulas, caracterizadas por ser multinivel, debido a la falta de formación en competencias digitales. \u0000 The transmission of digital culture is one of the most important challenges of the current education system. The European Union proposes, through the Europe 2020 Strategy, to improve the accessibility, use and quality of Information and Communication Technologies (ICT) in rural areas. For this to be possible, digitally competent material and professional resources are required. This study aims to know the reality of rural schools in the province of Albacete, in terms of the quality of ICT, the available resources and the digital skills of their teachers. For this, a descriptive methodology has been used and the questionnaire has been used as an information collection instrument. The results show that the political intentions do not match the reality found in our data. Technological infrastructures lack sufficient quality to enable internet access in a safe and efficient way. On the other hand, teachers who carry out their work in these centers make limited use of the technologies in these classrooms, characterized by being multilevel, due to the lack of training in digital skills.","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114245478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recensión del libro: Santiago, R. y Bergmann, J. (2018) Aprender al revés. Flipped Learning 3.0 y metodologías activas en el aula. Barcelona: Paidós Educación, pp. 240","authors":"Salvador Montaner-Villalba","doi":"10.6018/riite.343561","DOIUrl":"https://doi.org/10.6018/riite.343561","url":null,"abstract":"Santiago, R. y Bergmann, J. (2018) Aprender al revés. Flipped Learning 3.0 y metodologías activas en el aula. Barcelona: Paidós Educación, pp. 240","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126789183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estrategias para la enseñanza del pensamiento computacional y uso efectivo de tecnologías en educación infantil: una propuesta inclusiva","authors":"Carina Soledad González González","doi":"10.6018/riite.405171","DOIUrl":"https://doi.org/10.6018/riite.405171","url":null,"abstract":"En los últimos años, ha habido un impulso para introducir la enseñanza de la programación y el pensamiento computacional en la educación, y la robótica es una excelente herramienta para lograr esto. Sin embargo, la integración de estas habilidades fundamentales en los planes de estudio formales y oficiales sigue siendo un desafío y los educadores necesitan perspectivas pedagógicas para integrar adecuadamente los conceptos de robótica, programación y pensamiento computacional en sus aulas. Por lo tanto, en éste artículo se presenta una propuesta metodológica basada en los principios del marco de Desarrollo Tecnológico Positivo (PTD), el movimiento Maker, el constructivismo, la educación inclusiva y el aprendizaje a través de juegos, especialmente diseñado para la educación infantil. Esta propuesta ha sido validada en diferentes contextos mostrando la efectividad de la misma.\u0000 In recent years, there has been an impulse to introduce the teaching of programming and computational thinking in education, and robotics is an excellent tool to achieve this. However, the integration of these fundamental skills into formal and official curricula remains a challenge and educators need pedagogical perspectives to properly integrate the concepts of robotics, programming and computational thinking in their classrooms. Therefore, this article presents a methodological proposal based on the principles of the framework of Positive Technological Development (PTD), the Maker movement, constructivism, inclusive education and playful learning, specially designed for early childhood education. This proposal has been validated in different contexts showing its effectiveness.","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114515761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiencias robóticas en infantil","authors":"Salomé Recio Caride","doi":"10.6018/riite.399641","DOIUrl":"https://doi.org/10.6018/riite.399641","url":null,"abstract":"At any level in the field of education, robotics is increasingly present. In this article, we share practices carried out throughout five school courses, with two groups of Early Childhood Education, beginning in the development of computational thinking. With it, we intend to show some of the experiences that have been carried out since 3 years with the intention of giving visibility to these experiences, in case they serve as an example to those who have not yet dared to take the step and introduce this type of Thought in the first school levels. Or for those who see these practices with fear or disapproval, with the hope that they perceive the positive that they can contribute to their classes and integral development of their students.","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115802462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pensamiento computacional, Robótica y Programación en educación","authors":"María-del-Mar Sánchez-Vera, Juan González-Martínez","doi":"10.6018/riite.407731","DOIUrl":"https://doi.org/10.6018/riite.407731","url":null,"abstract":"El debate en torno al pensamiento computacional (en adelante PC) y sus posibilidades en los diferentes contextos educativos no es novedoso. Ya en 1980, Papert hablaba en Mindstorms de la importancia de integrar el PC en el día a día educativo (Papert, 1980). En concreto, a partir de su teoría de aprendizaje construccionista, abría la puerta a considerar el robot como un objeto con el que pensar, y el lenguaje de programación como un medio con el que expresarnos y dar forma a nuestras ideas.","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133312280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"No es lo mismo: un análisis de red de texto sobre definiciones de pensamiento computacional para estudiar su relación con la programación informática","authors":"Jesús Moreno, Gregorio Robles, Marcos Román, J. Rodríguez","doi":"10.6018/riite.397151","DOIUrl":"https://doi.org/10.6018/riite.397151","url":null,"abstract":"A pesar de que países de todo el mundo están modificando su plan de estudios nacional para incluir habilidades de pensamiento computacional, no hay un acuerdo en la definición de esta capacidad. Esto se debe en parte a la gran cantidad de definiciones propuestas por la comunidad académica. De hecho, hay múltiples ejemplos en escenarios educativos en los que la programación e incluso la robótica se consideran sinónimos del pensamiento computacional. Este artículo presenta un análisis de la red de texto de las principales definiciones de esta habilidad que se han encontrado en la literatura, con el objetivo de ofrecer información sobre las características comunes que comparten y sobre su relación con la programación informática. Como resultado, se propone una nueva definición de pensamiento computacional que emerge de los datos analizados.\u0000 Even though countries from all over the world are modifying their national educational curriculum in order to include computational thinking skills, there is not an agreement in the definition of this ability. This is partly caused by the myriad of definitions that has been proposed by the scholar community. In fact,  there are multiple examples in educational scenarios in which coding and even robotics are considered as synonymous of computational thinking. This paper presents a text network analysis of the main definitions of this skill that have been found in the literature, aiming to offer insights on the common characteristics they share and on their relationship with computer programming. As a result, a new definition of computational thinking is proposed, which emerge from the analyzed data.","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125151750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dominio de habilidades del pensamiento computacional en los estudiantes del Instituto Tecnológico Superior Sucre de Quito - Ecuador","authors":"Hamilton Omar Pérez Narváez, Alex Álvarez-Zurita, Carlos Roberto Guevara Herrera","doi":"10.6018/riite.394221","DOIUrl":"https://doi.org/10.6018/riite.394221","url":null,"abstract":"espanolEl pensamiento computacional y las habilidades relacionadas con el son de interes tanto para el campo educativo, asi como para el campo profesional, pues la habilidad de resolucion de problemas apoyada en la informatica se convierte en un elemento necesario para las personas que viven en la sociedad actual. La investigacion tuvo como proposito dos situaciones: diagnosticar el nivel de desarrollo del pensamiento computacional en los estudiantes del Instituto Tecnologico Superior “Sucre”, asi como establecer las relaciones existentes entre las habilidades seleccionadas del mismo como son orientacion espacial, toma de decisiones, empleo de bucles y elaboracion de funciones o subrutinas para la resolucion de problemas. Con esta finalidad se aplico un instrumento validado que consta de 32 problemas para resolver en un ambiente grafico conformadas de la siguiente manera: 4 preguntas acerca de direcciones, 8 sobre bucles definidos e indefinidos, 12 sobre toma de decisiones, 8 acerca de funciones y subrutinas. Las conclusiones mas importantes establecen fortalezas de los estudiantes en relacion con el empleo de algoritmos de direccion y empleos de bucles para la resolucion de problemas algoritmicos, asi como hallaron dificultades en el empleo de toma de decisiones y uso de subrutinas. Ademas, establece que existe relacion entre el desarrollo que tengan en la habilidad toma decisiones y otras habilidades como empleo de bucles de repeticion o elaboracion de subrutinas, que se expresa en la dificultad de los estudiantes a tomar una decision razonada y logica al momento de resolver un problema. EnglishComputational thinking and its skills are of interest for the educational field, as well as for the professional field, since the problem-solving ability supported by computer science becomes a necessary element for people living in the actual society. The aim of the investigation was two situations: to diagnose the level of computational thinking development in the students of the Instituto Tecnologico Superior “Sucre”, as well as to establish connections between the selected skills, such as spatial orientation, decision making, employment loops and elaboration of functions or subroutines for problem solving. For this purpose, a validated instrument was applied; it consists of 32 problems to solve in a graphic environment formed as follows: 4 questions about directions, 8 about defined and indefinite loops, 12 about conditional ones, 8 about functions and subroutines. The most important conclusions establish students’ strengths in relation to the use of management algorithms and loop jobs, similarly, difficulties in the use of conditions and use of subroutines were found. Besides, it establishes that there is a relationship between the development they have in the decision-making ability and other skills such as the use of repetition loops or the elaboration of subroutines, which is expressed in the students' difficulty in making a reasoned and logical ","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126612101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrevista a Marta Reina","authors":"Marta Reina Herrera","doi":"10.6018/riite.407971","DOIUrl":"https://doi.org/10.6018/riite.407971","url":null,"abstract":"","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115440445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pensamiento computacional en el aula: el desafío en los sistemas educativos de Latinoamérica","authors":"Enrique Arturo Vázquez Uscanga, Johanna Bottamedi, María Luz Brizuela","doi":"10.6018/riite.397901","DOIUrl":"https://doi.org/10.6018/riite.397901","url":null,"abstract":"espanolEn la actualidad, diferentes paises del mundo han dirigido sus esfuerzos a elevar los estandares de calidad de sus sistemas educativos nacionales. Entre las prioridades aparece como una de la mas relevantes las relacionadas con la alfabetizacion digital, entendida como las competencias que todo ciudadano y ciudadana debe desarrollar para considerarse alfabetizado en el siglo XXI. Dichas competencias refieren a la capacidad de utilizar las fuentes digitales de forma eficaz. Se trata de un tipo especial de mentalidad o pensamiento (Zapata-Ros, 2015). Con ello intentamos explicitar la concepcion y el enfoque que sostenemos respecto de este tipo de alfabetizacion propia de las sociedades contemporaneas, es decir, informatizada o conocidas como sociedades del conocimiento y la informacion: un tipo de alfabetizacion que enfatiza aspectos cognitivos del trabajo en entornos digitales en comparacion a otras definiciones que la conceptualizan focalizando en las habilidades tecnicas involucradas en la utilizacion de dispositivos digitales. En este sentido, el presente articulo considera que la ausencia previa del desarrollo de tales competencias dificulta practicar otras habilidades propias del pensamiento computacional (en adelante PC) que implican la resolucion de problemas mediante la utilizacion de ordenadores computacionales o en ausencia de estos. De lo anterior la preocupacion y el objeto de reflexion de este trabajo se direcciona hacia conocer si los paises latinoamericanos seleccionados, a saber, Argentina, Uruguay, Chile y Mexico, han incorporado en el marco de sus politicas publicas de ensenanza las competencias y habilidades propias del PC y cuales han sido las estrategias implementadas para concretarlo. Por ultimo, el texto cuestiona la concepcion acerca del PC que se deduce de las politicas y estrategias implementadas proveyendo una conclusion que destaca los enfoques respecto de como se conciben el aprendizaje de las competencias involucradas. EnglishNowadays, different countries of the world have focused their efforts on raising the quality standards of their national educational systems. Among the priorities appears as one of the most relevant those related to digital literacy, understood as the skills that every citizen must develop to be considered literate in the 21st century. These competencies refer to the ability to use digital sources effectively. It is a special type of mentality or thought (Zapata-Ros, 2015). With this we try to explain the conception and the approach that we have regarding this type of literacy typical of contemporary societies, that is, computerized or known as societies of knowledge and information: a type of literacy that emphasizes cognitive aspects of work in digital environments compared to other definitions that conceptualize it focusing on the technical skills involved in the use of digital devices. In this sense, the present monograph considers that the previous absence of the development of such c","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114368277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Máquinas Virtuales Cognitivas: Desarrollo del Pensamiento Computacional","authors":"Eneko Tejada Garitano, Ainara Romero Andonegui, Arantzazu López de la Serna, Naiara Bilbao Quintana","doi":"10.6018/riite.397911","DOIUrl":"https://doi.org/10.6018/riite.397911","url":null,"abstract":"Las máquinas virtuales cognitivas desde la perspectiva del pensamiento computacional humano, contribuyen a que los estudiantes aprendan a resolver problemas complejos de forma más sencilla y automática sin que medie la tecnología. En este trabajo se presenta una investigación que tiene por objeto conocer la percepción de los estudiantes sobre la utilidad, facilidad y disfrute de uso de las máquinas virtuales cognitivas. El estudio se desarrolló en el marco de un proyecto de innovación docente de la UPV/EHU llevado a cabo con alumnos de cuarto curso del Grado de Educación Primaria de la Facultad de Educación de Bilbao, que tenía por objeto analizar y crear máquinas virtuales cognitivas para resolver problemas de carácter académico de los estudiantes universitarios. Para ello, se llevó a cabo en un estudio de carácter cuantitativo descriptivo. Del estudio se concluye que los estudiantes valoran de forma positiva la utilización de máquinas virtuales cognitivas para realizar un aprendizaje útil. \u0000 Cognitive virtual machines from the perspective of human computational thinking, help students to learn how to solve complex problems more easily and automatically without using technolog. This paper presents a research that aims to know the students' perception of the usefulness, ease and enjoyment of the use of cognitive virtual machines. The study was carried out within the framework of a UPV/EHU Teaching Innovation project with students from the last course of the Primary Education Degree (Faculty of Education in Bilbao), which aimed to analyze and create cognitive virtual machines to solve problems of an academic nature of university students. For this, it was carried out in a descriptive quantitative study. The study concludes that students value positively the use of cognitive virtual machines to perform useful learning.","PeriodicalId":151153,"journal":{"name":"Revista Interuniversitaria de Investigación en Tecnología Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114627404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}