La digitalización, como estrategia táctica focal, dentro del aprendizaje colaborativo; caso de estudio: La Matemática (en inglés)
DOI:
https://doi.org/10.5281/zenodo.14743292Palabras clave:
Mathematics, learning, digitalization, education, internetResumen
Initially, it is necessary to infer the way in which teachers contribute knowledge to the smart classroom. To this end, the objective of this study, as the basis of the educational environment and within digital pedagogy, manifests the didactic ability as a technicality of instruction. However, this research is based on the prism methodology and the bibliography admits technology as a bastion of ubiquity in resulting edges. Thus, digital connection is considered as the driving force of learning and its competencies are focus strategies. As much as these serve as educational tools in the digital age, they promote knowledge and expose, as derivation, cognitive thinking; safeguarding, in the classroom universe, competencies as a standard and establishing digitalization as the foundation of learning. Finally, in their search, technological instruments and computational certainty supported a practical assumption; case of Mathematics in an Ecuadorian University.
Citas
Arul, R., Alroobaea, R., Tariq, U., Almulihi, A. H., Alharithi, F. S., & Shoaib, U. (2024). IoT-enabled healthcare systems using block chain-dependent adaptable services. Personal and Ubiquitous Computing, 28(1), 43-57. https://doi.org/10.1007/s00779-021-01584-7
Boichuk, Yu., Boiarska-Khomenko, A., & Rybalko, L. (2023). Formation of scientific research competence of future doctors of philosophy in the conditions of implementation of distance education technologies. New Collegium, 3(111), 34-51. https://doi.org/10.30837/nc.2023.3.74
Buckingham Shum, S., Lim, L. A., Boud, D., Bearman, M., & Dawson, P. (2023). A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. In International Journal of Educational Technology in Higher Education (Vol. 20, Issue 1), 1-42. https://doi.org/10.1186/s41239-023-00410-9
Davy Tsz Kit, N. G., Luo, W., Chan, H. M. Y., & Chu, S. K. W. (2022). Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3, 54-66. https://doi.org/10.1016/j.caeai.2022.100054
Hobbs, R., & Donnelly, K. (2020). Toward a Pedagogy of Fair Use for Multimedia Composition. In Copy(write): Intellectual Property in the Writing Classroom, 122-157. https://doi.org/10.37514/per-b.2011.2355.2.15
Hossein-Mohand, H., Trujillo-Torres, J. M., Gómez-García, M., Hossein-Mohand, H., & Campos-Soto, A. (2021). Analysis of the use and integration of the flipped learning model, project-based learning, and gamification methodologies by secondary school mathematics teachers. Sustainability (Switzerland), 13(5), 5-17. https://doi.org/10.3390/su13052606
O’Connor, T. M., Perez, O., Beltran, A., Colón García, I., Arredondo, E., Parra Cardona, R., Cabrera, N., Thompson, D., Baranowski, T., & Morgan, P. J. (2020). Cultural adaptation of “Healthy Dads, Healthy Kids” for Hispanic families: Applying the ecological validity model. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 7-14. https://doi.org/10.1186/s12966-020-00949-0
Pokrovskaia, N. N., Leontyeva, V. L., Ababkova, M. Y., Cappelli, L., & D’ascenzo, F. (2021). Digital communication tools and knowledge creation processes for enriched intellectual outcome–experience of short-term E-learning courses during pandemic. Future Internet, 13(2), 3-10. https://doi.org/10.3390/fi13020043
Saif, N., Khan, S. U., Shaheen, I., Alotaibi, A., Alnfiai, M. M., & Arif, M. (2024). Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism. Computers in Human Behavior, 144-166. https://doi.org/10.1016/j.chb.2023.108097
Sanzana, M. R., Abdulrazic, M. O. M., Wong, J. Y., Karunagharan, J. K., & Chia, J. (2024). Gamified virtual labs: shifting from physical environments for low-risk interactive learning. Journal of Applied Research in Higher Education, 16(1), 99-109. https://doi.org/10.1108/JARHE-09-2022-0281
Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. In Asia Pacific Education Review (Vol. 21, Issue 4), 9-16. https://doi.org/10.1007/s12564-020-09658-6
Sommerville, T. (2021). Learning on the job: developing an educational culture of trust. Southern African Journal of Anaesthesia and Analgesia, 27(4), 155-167. https://doi.org/10.36303/sajaa.2021.27.4.2660
Trabelsi, Z., Alnajjar, F., Parambil, M. M. A., Gochoo, M., & Ali, L. (2023). Real-Time Attention Monitoring System for Classroom: A Deep Learning Approach for Student’s Behavior Recognition. Big Data and Cognitive Computing, 7(1), 3-10. https://doi.org/10.3390/bdcc7010048
Watkins, J., Portsmore, M., & Swanson, R. D. (2021). Shifts in elementary teachers’ pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education. Journal of Engineering Education, 110(1), 259-267. https://doi.org/10.1002/jee.20369
Welcomer, S. A., Haggerty, M. E., & Sama, L. M. (2022). Management Education in a “Post-Truth” World: Critical Theory’s Contribution to Addressing Disruptions to Learning and Communication. Journal of Management Education, 46(2), 283-299. https://doi.org/10.1177/10525629211008644
Wilson, C. D., Haudek, K. C., Osborne, J. F., Buck Bracey, Z. E., Cheuk, T., Donovan, B. M., Stuhlsatz, M. A. M., Santiago, M. M., & Zhai, X. (2024). Using automated analysis to assess middle school students’ competence with scientific argumentation. Journal of Research in Science Teaching, 61(1), 38-69. https://doi.org/10.1002/tea.21864
Publicado
Versiones
- 2025-01-28 (2)
- 2025-01-27 (1)
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Educación y sociedad
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Los autores ceden su derecho de autor a Educación y Sociedad y otorgan a todos los usuarios potenciales, de manera irrevocable y por un período de tiempo ilimitado, el derecho de utilizar, copiar, transformar y distribuir el contenido. La cesión de derecho de autor incluye también:
- Traducir, adaptar, reutilizar, resumir el trabajo y ejercer todos sus derechos sobre dichas adaptaciones, resúmenes, extractos y obras derivadas.
- Incluir el trabajo y su versión traducida, adaptada o resumida, total o parcialmente, en bases de datos informatizadas, selección o recopilación de textos digitales o impresos a disposición de terceros.
Cada autor asume que en caso de que el artículo fuese aprobado para su publicación en la revista Educación y Sociedad:
- Cede sus derechos patrimoniales y autoriza al comité editorial para la publicación del documento con el correo electrónico y la afiliación institucional de los autores.
- Autoriza la divulgación en la página web de la revista, en repositorios y directorios en se incluye o pueda incluirse en el futuro.
- Certifica que ha contribuido directamente al contenido intelectual de este manuscrito.
- Se responsabiliza públicamente con su contenido y acepta que su nombre figure en la lista de autores.
- Garantiza que el artículo es un documento original y no ha sido publicado total ni parcialmente, en ningún otro lugar.
- No ha incurrido en fraude científico, plagio o vicios de autoría; en caso contrario se exime de toda responsabilidad a la revista Educación y Sociedad y se declara responsable.
- Se compromete a no presentar este artículo a otra revista para su publicación, hasta recibir la decisión de la editorial de la publicación sobre el concepto final.
