Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article aims to know the perceptions of students in the use of videoconferencing during virtual classes at the university level in times of COVID-19. The study was conducted at the National University of Costa Rica (UNA), Chorotega Region Campus, Liberia. The methodological process was based on mixed research. The sample consisted of 149 first-year students from 7 careers offered during the I Cycle of 2021. The survey is used as an information collection technique. Among the main results obtained is that the preferred platform for videoconferences is Zoom, as well as despite social distancing, this medium has strengthened their learning, but during the process they experience boredom and fatigue. Likewise, it highlights experiences that cause nervousness, lack of motivation and feeling belittled, although they show satisfaction and tranquility in other parameters. Finally, there is a common denominator of keeping the camera turned off due to limitations caused by connectivity.

Artificial intelligence (AI) has invaded learning spaces seeking to revolutionize education. Content creators on social networks like TikTok share hacks or academic tricks to facilitate the development of student tasks, but sometimes what they share are nothing more than tools of unethical practices that are used in the deliverables that the teacher programs. Therefore, the purpose of this essay is to reflect on the impact that artificial intelligence generates in the personal learning environments of university centenarians from academic hacks and tools to carry out unethical practices in the classroom. As a conclusion, it is obtained that the critical and creative thinking of the linguistic and logical-mathematical intelligence are affected when the student applies this type of tools. A problem of human values in the apprentice is identified.

This article documents a qualitative and quantitative investigation, which has included the application of Disko, a ludic tool composed by five mini games for virtual classes. The orientation of design towards a people-centered vision is considered relevant by the authors, to achieve this, the empowerment of empathy is decisive. Cooperation dimension was prioritized from five indicators: collaborative work, leadership, interaction, assertive communication and commitment. The sample included 94 students from two subjects, active in first and second cycles during 2021-I. The applied design was quasi-experimental with posttest; with a control group (CG) that diagnosed usual tools, and an experimental group (EG), to which DisKo was applied. This tool proved to be useful after being statistically tested. It collaborated in empathic learning increase between students and contributed in social satisfaction improvement, making teacher work easier.

The main goal of this paper is to carry out an exploratory study on the job satisfaction of preschool, primary, secondary and vocational training teachers about the work environment, facilities and resources of the school according to different sociodemographic variables and responsibility positions. The information was collected among a sample of teachers from different regions of Spain, using an online questionnaire specifically written for this research. The questionnaire was answered by 2738 teachers. Cronbach reliability coefficient is .80. Descriptive analysis, media differences and multivariate analysis were performed. According to the results, teachers rate their general job satisfaction as medium-high. About the work environment, facilities and resources of the school is rated as medium-high.

In the context of the virtualization of university education due to the Covid-19 pandemic, we conducted a study to establish the determinants of the intention to use the virtual classroom, following a theoretical model based on the Technology Acceptance Model modified by Park (2009) and including the factors Attitude, Perceived Usefulness, Perceived Ease, Virtual Self-Efficacy, Subjective Norm and Accessibility of the system. The sample consisted of 1260 self-selected students from 13 Dominican universities. To check the validity and reliability of the measurement instrument, we performed a Confirmatory Factor Analysis, which determined that the System Accessibility factor had to be eliminated because it was based on a single item that did not have discriminatory validity. One item was eliminated from the Subjective Norm factor to bring it to an acceptable reliability. In general, the validity of the instrument was sustained, but its fit indices with the theoretical model could be improved. With the Multiple Mediation Analysis, we were able to verify that the Subjective Norm, the social factor, was the factor with the most significant statistical influence on the Intention to Use the virtual classroom, both directly and indirectly. Indirectly, the Subjective Norm was mediated by Perceived Usefulness and Attitude. The other factor that had a significant influence, both directly and indirectly, on Intention to Use was Virtual Self-efficacy. Indirectly, this Self-efficacy was mediated by Perceived Ease, Perceived Usefulness and Attitude.

Teacher training for the effective implementation of Information and Communication Technologies (ICT) in education has become a key aspect of educational research. In this regard, the lack of appropriate models to support teachers in their professional development is evident. An investigation has been conducted on the most effective ways in which elementary school teachers acquire their digital competencies based on the contributions of 23 experts. Using Delphi methodology with two iterations, expert knowledge about the problem was probed to learn how it is developed and refined. Adopting the theoretical lens of Learning Ecologies, the results provide a contrast on which components support effective professional learning with respect to ICT integration, laying the groundwork for new methods and approaches to professional development.

This article presents an investigation developed in the context of initial teacher training in Natural Sciences, from a qualitative perspective, with the aim of identifying social representations related to teaching, learning, and scientific knowledge, in order to analyze and compare them. We worked with two cohorts of teacher students in the subject of pedagogical training. An evocation and hierarchization technique and a technique with images were used to identify the representations. The results show different representations in each cohort, with some common characteristics in relation to the subjects and specific scientific knowledge. They also show the need to encourage instances of reflection to help train teachers capable of overcoming their own limitations and who are critical of their own task.

Academic literacy in a second language (L2) is a competence required by current society in academic and professional fields. However, perspectives have changed throughout the years in order to comply with the requirements of modern society; challenging academic writing standards. Therefore, an ample and inclusive comprehension that informs current practices occurring worldwide, where English is considered a lingua franca for communication, is required. This systematic literature review aims to describe an overview of paradigms towards academic writing as a continuum, integrating both traditional and current literacy practices throughout a revision of empirical studies conducted in this area. To conclude, switching from traditional normative approaches to more transformative ones, under the scope of New Literacy Studies and longitudinal studies, is suggested as an alternative towards academic literacy in English in L2.

Some reflections are presented in relation to the influence that professional training has had the management of the curricular knowledge of two Mexican educators. It is intended to understand the link between teaching knowledge in the face of the internalization and the use of the curriculum in the face of the emergency determined by the pandemic. Qualitative and hermeneutic research, uses in depth interviews, narrative biographical accounts and observation records of teaching intervention as information collection techniques. The main results indicate that there is a permanent tension between professional knowledge, experiential knowledge and institutional demands that sometimes obey a technical rationality form the formality of the curriculum. Such tension, evidences that teachers are not simple applicators of the curriculum, but are constituting knowledge that is built from from one’s own subjectivities