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

La enseñanza y aprendizaje remotos por emergencia durante pandemia han demostrado la urgente necesidad de capacitar a los docentes en la incorporación tecnología al aula de clase. En la enseñanza del inglés (ELT), esta necesidad se convierte en una exigencia debido a que el uso de herramientas digitales posibilita el desarrollo de la competencia cultural e intercultural mediante el acercamiento de los estudiantes a registros auténticos en hablantes nativos, y variaciones de la lengua objetivo en hablantes de inglés pertenecientes a otras lenguas. La revisión literaria demuestra que modelos, como el T-Pack de Mishra and Koehler’s, el SAMR de Puentedura, y el SOSE de Salem, muestran como guiar este proceso de integración de las TIC en educación en general, pero no existe un diseño didáctico que describa concretamente los procedimientos para capacitar docentes de inglés. El presente artículo busca describir y sustentar teóricamente un Diseño Didáctico basado en la Web para entrenar docentes de inglés en el uso de las TIC en ELT. El Diseño es parte de la fase de intervención de un estudio que persigue establecer sus efectos en la Competencia Digital Docente utilizando el marco del DigCompEdu en tres poblaciones de docentes de inglés en Colombia.

Technology-based education requires teaching skills that integrate their disciplinary and pedagogical knowledge with technological environments, given this educational reality, this study describes the trends in relation to the TPACK model (Technological Pedagogical and Content Knowledge) for the implementation of digital educational resources. It is framed in the systematic review of the literature starting from the question what are the trends related to TPACK from teaching practice in the implementation of digital educational resources in education in general during the period 2017 - 2022? The order of the review was established in several phases (definition of the problem question, definition of the search criteria, search strategies, data extraction, synthesis of the evidence and elaboration of conclusions). In the search process, publications were consulted in Semantic Scholar, Google Scholar, among others; the criteria allowed filtering 65 articles for the review. The findings focused on TPACK conceptions, teaching competencies, effective mediation with ICT, resource design that instills in the teacher an intention to expand knowledge and reflect on the design of resources, being flexible in the adaptation of technological elements that can be incorporated into the methodology to generate educational innovation.

This reflection article is resulting from a research about STEAM education. Consider a perspective analysis from theoretical and epistemic contributions. First of all, conceptual elements and antecedents are taken into account it has made possible to establish bases for the development of the approach. Afterward, are exposed some scenarios, educational competence, dimensions and outlines of interest from the argumentative perspective point of view, providing premises that connote its potential education towards holistic training. Its role about training educational competences, in the present day context in which creativity and interdisciplinary are articulated. In addition to examining educational strategies, where application scenarios and circumstances are designed to adopt critical positions or places to strengthen its praxis. As a final point, conclusions are raised based on the theoretical contributions of relevant authors from the existing literature, proposals are generated that apply positive horizons for STEAM as an educational alternative in the 21st century.

This article has as purpose to think over about the importance of academic engagement in online university programs. Today this concept is understood as the relationship that students build with teachers, managers, among others, through the subjects and other aspects of the educational process that are essential to guarantee their academic success and fidelity with the institution. This text has its origin in a systematic bibliographic review of the research titled: “The engagement of online master's degree students at a university in Latin America. A look from the perspective of academic engagement, consumer engagement and strategic communication.” It has nine components that shown the concept of engagement, its growths and applications in the labor environment and communication context until its introduction in the virtual academic field. Finally, in the consensus, appears the need to integrate this concept and communicative practice as a mechanism through which educational institutions can recognize the requirements of students and ensure a holistic academic quality.

El problema de comprensión lectora en los estudiantes ha sido una constante en las instituciones educativas del departamento del Magdalena, lo cual se evidencia en los resultados de las pruebas Saber. Desde esta perspectiva, se propuso realizar una intervención pedagógica en la Institución Educativa La Candelaria, en el corregimiento de Candelaria, municipio de Zona Bananera. Metodológicamente, se orientó en un enfoque crítico progresista, con tipo de investigación cuasi experimental. La población del estudio, estuvo constituida por 19 estudiantes del grado 6B. Como técnica de recolección de datos se empleó una prueba diagnóstica (ACL 6°) contextualizada a la región, en la cual, luego de analizar los datos, se encontró que los estudiantes presentaban falencias en el nivel de lectura inferencial. Con base en este análisis, se procedió a crear una secuencia didáctica, que fue aplicada a través de guías, porque la situación de la pandemia obligó a ajustar la intervención. Los resultados fueron positivos tanto en el desarrollo de las guías como en la aplicación de la posprueba. A pesar de la situación que se vivió con el Covid-19 y la aplicación de la propuesta de manera remota, se obtuvo un mejoramiento en el nivel de lectura inferencial en los estudiantes.

University wellness programs in higher education institutions contribute to the improvement of academic processes and the quality of life of students. The objective of this research was to analyze the conception of University Welfare programs and the implications that this has on the academic performance of students at a public university. The methodological perspective addressed was qualitative with a phenomenological design. The participants were students belonging to a public university that were benefited by the programs of the University Welfare Department. The sample size was 47 students (19 women and 28 men) who were part of the different university wellness programs. The information collection technique was the focus group, and thematic analysis was used for data treatment. It was found that the University Wellness programs have positive implications for academic performance, however, this impact is generated from the conception of Academic Performance as a multimodal variable. In general, for the participants, the benefits offered by university wellness have a positive influence on academic performance, to the extent that they help reduce economic problems and strengthen psychosocial factors.

El presente artículo esgrime desde un diálogo teórico, el análisis de la incidencia de los Proyectos Peda- gógicos Productivos en la dinamización de prácticas pedagógicas inclusivas. Asimismo, destaca el papel de este tipo de proyectos en la generación de escenarios de participación, en el desarrollo de la capa- cidad de aceptación del otro, la mitigación de la deserción escolar. La estructuración de este proceso investigativo está delimitada por un enfoque cualitativo, concretado en el análisis documental, puesto que se sustenta en la indagación y la representación analítica de diversas fuentes relacionadas con categorías de tipo educacional como los proyectos pedagógicos de carácter productivo, la deserción es- colar, la inclusión, entre otros. Este tipo de configuración investigativa admite la obtención de datos, la selección y comprensión de ejes temáticos para registrar y categorizar la información documental, y así, analizar los Proyectos Pedagógicos Productivos como elementos favorecedores de prácticas pedagógi- cas inclusivas, desde distintas consideraciones teóricas, constituyéndose como una estrategia de inclusión social. Dado que, dentro de la gran variedad de producción científica existente dentro del ámbito educativo, pocas son las investigaciones que apuntan a estrategias pedagógicas derivadas de los Proyectos Pedagógicos Productivos.

It is necessary to introduce shared assessment strategies in university education of teachers, that guide and train students in the learning process. Conceptual maps (CM), rubric, and self-assessment could be strategies to meet these purposes. To analyze learning responses in the final exam using CM, rubric and self-assessment as formative and shared assessment strategies between teacher-student. 97 final exams of Biology students (2012-2018) were retrospectively analyzed based on the knowledge of content and teaching strategies. Five criteria were evaluated in the MC: subject, format, knowledge of biology, key concepts and interdisciplinary relationship (Biology, Chemistry and Physics). Teachers and students developed a rubric during the course to classify the learning responses (optimal, regular and insufficient). Students self-assessed learning. Through this evaluation modality, 88% passed, 72% used problem situations, 52-71% obtained optimal learning in 4/5 criteria and 72 related knowledge of 2 disciplines. The self-assessment generated doubt and wonder. The evaluation modality used allowed the sharing of knowledge with a participative student, giving continuity to the pedagogical training task.

The present study focuses on knowing the curricular presence of the subject of psychology of physical activity and sport in the study curriculum of the Psychology and Physical Education programs in Colombia. It is a descriptive and cross-sectional study that took into account 133 psychology and 45 physical education programs that are registered in the National Information System for Higher Education; showing a greater presence of the subject in physical education programs equivalent to 48.88% while the programs have the presence of the subject in 39.06%. It is concluded with respect to the curricular presence, that the subject of sports psychology has a greater presence in Physical Education programs than in Psychology, which glimpses the interdisciplinary and transdisciplinary process in relation to the object of study of this field; also becoming a call to Psychology programs to include this field in their curriculum, thus including a deeper dialogue with sports science.