Características de los ambientes de aprendizaje enriquecidos con TIC para la comprensión lectora en el ciclo de la Educación Básica

Low outcomes of middle students in Language in national and international tests, its negative impact on mobility and permanence in higher education and on regional socioeconomic development, demand by schools the urgent implementation of strategies to strengthen reading comprehension with ICT support. The objective of the article is to inquire about the characteristics of the learning environments that integrate ICT to promote reading comprehension and the role that teachers should play in its implementation. Databases, books and digital documents were searched using the criteria words: reading comprehension, ICT integra-tion, and learning environments, and the terms: critical reading, digital technologies, learning environments, in English and in Spanish, between the years 2014 and 2021, from which 72 were analyzed for fulfilling the purpose of the review and 31 did partially. In the conclusion it is related the identification of ICT resources that integrate into the pedagogical processes to promote reading comprehension, the characteristics of the en-vironment that can be incorporated in the design of learning environments and the roles that the teacher must assume for the implementation in Middle School.Los bajos resultados de los estudiantes de educación básica en Lenguaje en las pruebas nacionales e internacionales, sus consecuencias negativas en la movilidad y permanencia en la educación superior y en el desarrollo socioeconómico regional, demandan que desde las escuelas se implementen estrategias para fortalecer la comprensión lectora con apoyo de las TIC. El objetivo del artículo es indagar sobre las características de los ambientes de aprendizaje que integran las TIC para favorecer la comprensión lectora y el papel que deben jugar los docentes en su implementación. Se consultaron bases de datos, libros y documentos digitales con los criterios: comprensión lectora, integración de la TIC, y ambientes de aprendizaje, y los términos: lectura crítica, tecnologías digitales, entornos de aprendizaje, en inglés y en español, entre 2014 y 2021, de los cuales se analizaron 72 que cumplieron con el propósito de la revisión y 31 parcialmente. Se concluye con la identificación de los recursos TIC que se integran a los procesos pedagógicos para favorecer la comprensión lectora, las características del entorno que se pueden incorporar en el diseño de los ambientes de aprendizaje y los roles que debe asumir el docente para su implementación en el ciclo de la educación media

Los MOOC en la educación superior: Un Análisis Comparativo desde la oferta de Universidades Latinoamericanas: A comparative analysis from the offer of Latin American universities

Based on a continuous work on a profound and social transformation changes to keep the university essence is the global challenge latin america and countries in the world face to offer an inclusive education. By its acronym (MOOC). Massive open online courses is one of this relevant change in the last five years. Considering the approach, the contents and trends of the learning management systems this paper presents a comparative analysis from the Latin America universities MOOC to show the importance of this phenomenon as an academic alternative for university education. This study used the explorative and sequential method together with literature review methods and statistical procedures for the comparative analysis of the informationLa educación superior en América Latina enfrenta grandes desafíos. Lograr una Educación para todos es una meta que están dispuestos a cumplir casi todos los países del mundo, con procesos de transformación social y cambios profundos, pero manteniendo la esencia de la universidad, y para esto se trabaja continuamente. Uno de los desarrollos relevantes en los últimos cinco años han sido los Cursos Masivos en línea, conocidos por su acrónimo, en inglés: Massive Open Online Courses (MOOC). Este documento presente un análisis comparativo desde la oferta de cursos MOOC de Universidades Latinoamericanas para mostrar la relevancia de este fenómeno, como una alternativa académica para la educación superior, teniendo en cuenta las plataformas, enfoque pedagógico, contenido y tendencias desde la oferta de cursos MOOC. La metodología para el desarrollo del estudio es de tipo exploratorio y secuencial, que combina métodos bibliográficos y procedimientos estadísticos para el análisis comparativo de la información

Desenho de experiências de ludo-avaliação mediadas pelas TICs para avaliar as competências dos cidadãos

This article presents a description of the research work that was carried out, focusing on the design of ludoevaluation experiences mediated by icts to assess citizen competencies in third and fourth grade elementary students. This project arises from three identified educational needs: a) relevant citizen training, b) evaluation processes according to the nature of citizen competencies and c) use of icts as a mediator in the educational evaluation of citizen competencies. The research was developed in four phases: enlistment, characterization, design and validation. With this work an alternative of formative evaluation is offered: the ludoevaluation, that with the medication of the icts s fulfills a double purpose: it allows the teacher to know how his students articulate and set on stage the components (know, do and be) of the citizen competences.El siguiente artículo presenta una descripción del trabajo investigativo que se realizó centrado en el diseño de experiencias de ludoevaluación mediadas por las TIC para valorar las competencias ciudadanas en básica primaria. Dicho proyecto nace de tres necesidades educativas identificadas: A) formación ciudadana pertinente, B) procesos de evaluación acordes a la naturaleza de las competencias ciudadanas y C) uso de las TIC como mediador en la evaluación educativa de las competencias ciudadanas. La investigación se desarrolló en cuatro fases: alistamiento, caracterización, diseño y validación. Con este trabajo se buscó generar espacios para que los docentes involucren las TIC a sus contextos educativos, en especial, al de la evaluación de las competencias ciudadanas.Este artigo apresenta uma descrição do trabalho de pesquisa realizado, focalizando o desenho de experiências de ludo-avaliação mediadas pelas tics para avaliar as competências cidadãs em alunos do terceiro e quarto anos do ensino fundamental. Este projecto surge de três necessidades educativas identificadas: a) formação relevante do cidadão, b) processos de avaliação de acordo com a natureza das competências do cidadão ec) utilização das tic como mediador na avaliação educacional das competências do cidadão. A pesquisa foi desenvolvida em quatro fases: alistamento, caracterização, desenho e validação. Com este trabalho propõe-se uma alternativa de avaliação formativa: a ludo-avaliação, que com a medicação das tics preenche uma dupla finalidade: permite ao professor saber como seus alunos articulam e mostram os componentes (saber, fazer e ser) das competências cidadãs

Colombian Elders and Their Use of Handheld Digital Devices

Technological advances in the information and knowledge society have influenced and transformed economic, social, and educational dynamics. Currently there are many digital gaps related to the access to technology, level of digital literacy, and social use. These gaps vary based on the age of the population and become more noticeable among elders. Digital illiteracy leads to the underusing of technological developments of the 21st century, making it difficult to take advantage of all the possibilities that they offer to our society. This study aims to analyze the level of penetration and use of handheld digital devices, especially the cellular phone, among the adult population. This study is based on the 2016 National Survey of Life Quality in Colombia, elaborated by Departamento Administrativo Nacional de Estadística-DANE, specifically on the module of ownership and use of ICT goods. Results of four age groups are compared, which include 32 year olds or under, from ages 33 to 45 years, 46 to 59 years, and over 60 years. The sample consists of 37047 inhabitants of the Colombian territory, grouped by regions (Antioquia, Bogota, Caribbean, Eastern Central, Orinoquia, Amazonia, Pacific, San Andres, and Valle del Cauca). Data have been analyzed by descriptive and inferential statistical procedures, contingency tables analyses, and logistic regression, in order to identify and know the effect of age on the level of penetration and use of handheld digital devices when comparing results in young adults and elderly people. Findings show that young adults use these technologies to a greater proportion when compared to older adults, showing a significant correlation between age and the increase of digital gaps in access and social use of handheld digital devices. Results also make evident that digital divide in Colombia may be associated to the place of residence, as people who live in rural zones are the ones who suffer greater from inequalities

Formación y desarrollo de competencias TIC e intercultural de educadores infantiles para la convivencia escolar

Multiculturality is phenomenon that, through the globalization and the emerging use of the Information and Communication Technologies (ICT), has become more notable within our society and has brought the need of having citizens able to value the differences present in others so, through the development of the Intercultural Competence, there can be a real intercultural dialogue and promote coexistence in schools. This article will analyze the characteristics of a training program based on the INCULTIC model and how it is related with the development of the Intercultural Competence and ICT Competence of future pedagogues in early childhood education. This study was developed under an Action-research approach, using both qualitative and quantitative techniques and instruments. A program based in the INCULTIC model was planned, designed, applied and evaluated in order to find out that, after finishing the program, there were significant changes in the development of the Intercultural Competence and ICT Competence of the participants after the training program. Through this study findings, it was evident that participants developed the skills and abilities to design and apply pedagogical strategies that were culturally appropriated in order to foster citizenship competences and communicative competences to promote school coexistence.La multiculturalidad es un fenómeno que, con la globalización y el crecimiento y evolución de las Tecnologías de la Información y Comunicación (TIC), trae consigo la necesidad de formar ciudadanos capaces de valorar las diferencias que hay en otros, para así generar un diálogo intercultural genuino y mejorar la convivencia escolar desde la competencia intercultural. En el presente artículo, se analizarán las características de un programa de formación basado en el modelo INCULTIC y su relación con el desarrollo de las competencias TIC e Intercultural de futuros pedagogos en formación inicial. Este estudio, tomó forma de investigación-acción y combinando métodos,instrumentos y técnicas cuantitativas y cualitativas, se logró indagar, diseñar, implementar y evaluar el programa de formación logrando determinar que, luego del proceso formativo basado en el modelo INCULTIC, se generaron cambios significativos en las competencias TIC e Intercultural de la población objeto. En este sentido, es evidente que los participantes manifestaron tener habilidades y destrezas para diseñar y aplicar estrategias pedagógicas culturalmente apropiadas para favorecer el desarrollo de las competencias ciudadanas y comunicativas, con el fin de fomentar la convivencia escolar.

FORTALECIMIENTO PEDAGÓGICO EN LAS UNIVERSIDADES EN COLOMBIA A TRAVÉS DE LAS TIC. CASO REGIÓN CARIBE

El artículo que se expone a continuación es resultado del proyecto «Diseño de un espacio virtual con recursos tecnológicos para el desarrollo de competencias TIC» (núm. 2011ER101390), realizado en 2012 con el financiamiento del Ministerio de Educación Nacional y la Red Nacional Académica de TecnologíaAvanzada en Colombia. En él se analiza el perfil de uso y percepción, así como de los aspectos personales, tecnológicos y de aplicabilidad que inciden en el fortalecimiento de las prácticas pedagógicas en las universidades en Colombia, a través de las TIC, tomando como caso de estudio los profesores de la región Caribe. A partir de 203 docentes universitarios encuestados seaprecia un contexto de empleo de la tecnología de forma tradicional y una alta auto-percepción del aprovechamiento de las TIC en las prácticas pedagógicas de los profesores, las cuales están relacionadas con la edad, el uso de internet y recursos como el chat, entre otros. Los datos mostrados en este artículo nos permiten ver, entre otras cosas, cómo el escenario de uso de las TIC en los profesores universitarios de Colombia ratificaría lo expuesto por Said (2011), en lo que se refiere al nivel medio-bajo de aprovechamiento de estos recursos en las prácticas pedagógicas lideradas por estos con sus estudiantes, pese a la alta percepción que tienen de las potenciales utilidades de las TIC en el proceso de enseñanza-aprendizaje. Además de mostrarnos un contexto en el que la inclusión digital a través del ejercicio pedagógico de los profesores a cargo de la formación de nuevos profesionales se muestran aún ajenos al modelo constructivista propuesto por Goffman (1974), Lamb, y Kling (2003).ABSTRACTThis article presents the results of the project «Design of a virtual space with technological resources for the development of ICT skills» (No. 2011ER101390), performed in 2012 with funding from the National Ministry of Education and the National Academic Network of Advanced Technology in Colombia. It analyzes the profile of use and perception, as well as of the personal aspects (technology and application) that affect in the strengthening of the pedagogic practices in the universities of Colombia, across ICT, taking the case study of the teachers of the Caribbean region. From 203 university professors polled we can appreciate a context of technology use in a traditional form and a high auto-perception of the use of the ICT in the pedagogic practices of the teachers, which are related to the age, Internet usage and resources such as the chat, among others. The data shown in this article allows us to see, among other things, how the status of ICT use in Colombia ratifies academics grounds by Said (2011), in regard to medium-low level of utilization of these resources in teaching practices led by the same with their students, despite high perception of earnings potential for ICT in the teaching-learning process. In addition to showing a context in which digital inclusion through the pedagogical exercise of teachers in charge of training new professionals is still outside the constructivist model proposed by Goffman (1974), Lamb and Kling (2003)

Male-On-Male Child and Adolescent Sexual Abuse in the Caribbean Region of Colombia: A Secondary Analysis of Medico-Legal Reports

Child and adolescent sexual abuse (CSA) is an important global health problem, especially in non-Western low- and middle-income countries. A number of studies have indicated that, in Latin American countries, male CSA is phenomenon of great concern. However, research on this topic is seriously lacking, and more specifically, on male-on-male CSA. We carried out a qualitative and quantitative secondary analysis of 680 cases of alleged male-on-male CSA that occurred between the years 2017 and 2018 in the Caribbean Region of Colombia. We analyzed the contents of forensic interviews with the alleged victims, conducted by professionals working at the Colombian Institute of Legal Medicine and Forensic Sciences. Our findings indicated a high prevalence of cases of alleged male-on-male CSA among young minors. Most of these cases were allegedly perpetrated by offenders known to the victim and involved high levels of violence. Evidence-based and culturally grounded preventative actions, such as training-based programs for teachers and parents among other public health initiatives are needed to address this type of CSA. Further research is also required to gain a more fine-grained understanding of the cultural and social context of CSA in the Caribbean Latin American countrie

Context-dependence of race self-classification : results from a highly mixed and unequal middle-income country

Ethnic-racial classification criteria are widely recognized to vary according to historical, cultural and political contexts. In Brazil, the strong influence of individual socio-economic factors on race/colour self-classification is well known. With the expansion of genomic technologies, the use of genomic ancestry has been suggested as a substitute for classification procedures such as self-declaring race, as if they represented the same concept. We investigated the association between genomic ancestry, the racial composition of census tracts and individual socioeconomic factors and self-declared race/colour in a cohort of 15,105 Brazilians. Results show that the probability of self-declaring as black or brown increases according to the proportion of African ancestry and varies widely among cities. In Porto Alegre, where most of the population is white, with every 10% increase in the proportion of African ancestry, the odds of self-declaring as black increased 14 times (95%CI 6.08–32.81). In Salvador, where most of the population is black or brown, that increase was of 3.98 times (95%CI 2.96–5.35). The racial composition of the area of residence was also associated with the probability of selfdeclaring as black or brown. Every 10% increase in the proportion of black and brown inhabitants in the residential census tract increased the odds of self-declaring as black by 1.33 times (95%CI 1.24–1.42). Ancestry alone does not explain self-declared race/colour. An emphasis on multiple situational contexts (both individual and collective) provides a more comprehensive framework for the study of the predictors of self-declared race/colour, a highly relevant construct in many different scenarios, such as public policy, sociology and medicine

Recomendaciones para fomentar la calidad en prácticas educativas mediadas por tecnologías digitales

En estos momentos de cambio que estamos viviendo, la preservación de la calidad de la Educación es un imperativo para facilitar la consecución de los resultados de aprendizaje esperados por la comunidad educativa y la sociedad. Desde RedUnete (Red Universitaria para la Educación con Tecnología), contribuimos en la mejora de los procesos de preservación y Aseguramiento de la calidad de la Educación, en particular cuando es mediada por la tecnología, y por ello hemos elaborado este documento de recomendaciones con la colaboración del Ministerio de Educación Nacional y de otras entidades y redes, que esperamos sea de utilidad para la educación superior de Colombia.Introducción. La calidad en las prácticas educativas mediadas por tecnologías. Pertinencia de las tecnologías digitales para enriquecer los procesos de enseñanza y aprendizaje. Transformación digital de la oferta académica desde la integración asertiva de las tecnologías. Referencia