ResumenEste artículo incorpora parte de Palabras clave: tecnologías de la información y la comunicación (TIC), dificultades para integrar las TIC, cambios pedagógicos, innovación educativa.
standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solving
Introduction: Critically ill children in the pediatric intensive care unit (PICU) are at high risk for developing nutritional deficiencies and undernutrition is known to be a risk factor for morbidity and mortality. Malnutrition represents a continuous spectrum ranging from marginal nutrient status to severe metabolic and functional alterations and this in turn, affects clinical outcome. Objectives: The aim of the study was to assess nutritional status of critically ill children admitted to the PICU and its association to clinical outcomes. Methods: Critically ill children age 6 months to 18 years were prospectively enrolled on PICU admission. Nutritional status was assessed by weight for age (WFA: underweight), weight for height (WFH: wasting), height for age (HFA: stunting) z-scores and mid upper arm circumference (MUAC: wasting) according to the WHO. (1,2) Malnutrition was defined as mild, moderate, and severe if z-scores were > −1, > − 2, and > −3, respectively. Hospital and PICU length of stay (LOS), duration of mechanical ventilation (MV), and risk of mortality (ROM) by the Pediatric Index of Mortality 2 (PIM2) were obtained. Sensitivity and specificity of the MUAC to identify children with wasting (WFH) were calculated. Results: Two hundred and fifty children (136 males), aged 81 months (23-167; median (25-75 th IQR)), were prospectively included in the study. The hospital LOS was 8 (4-16) days; PICU LOS: 2 (1-4) days; duration of MV, 0 (0-1.5) days;
La realidad aumentada (RA), con su capacidad para tender puentes entre lo real y lo virtual, abre nuevas oportunidades para construir atractivos entornos de aprendizaje en el actual contexto de crisis a consecuencia de la COVID-19. La RA se considera como uno de los medios pedagógicos para promover la calidad de la enseñanza en las próximas generaciones y es, por ello, que en este artículo se presenta una revisión sistemática de literatura de cómo se está implementando la RA en los centros de primaria para el aprendizaje de las ciencias naturales. Se han analizado en profundidad dieciocho artículos de revistas, todos ellos indexados en Web of Science y que han sido publicados en los últimos cinco años. El propósito de esta investigación ha sido conocer cómo influye el uso de la RA en la motivación, rendimiento académico y en la carga cognitiva del alumnado que estudia ciencias en primaria y con esta tecnología. También, se analizan los recursos de RA para la educación científica más citados en las investigaciones consultadas. Los resultados han mostrado que la RA mejora significativamente la motivación y rendimiento académico del alumnado durante su utilización. Con respecto a la carga cognitiva, se ha demostrado que la inclusión de la RA en la educación científica no conlleva una mayor carga mental para el alumnado. Algunos de los materiales basados en la RA que emergen del análisis de esta selección son las aplicaciones de exploración (libros aumentados, marcadores de RA y puntos de interés para activar la información digital), las herramientas de simulación y los juegos. Augmented reality (AR), with its ability to bridge the real and the virtual, opens new opportunities to build attractive learning contexts in the current context of crisis as a result of COVID-19. AR is seen as one of the pedagogical means of promoting the quality of teaching in the coming generations and is therefore that this article presents a systematic literature review of how AR is being implemented in primary schools for science learning. The eighteen selected journal articles, indexed in Web of Science and covering the last five years, have been analysed in depth. The purpose has been to know how the use of AR influences the motivation, academic performance and cognitive burden of students in the study of science. It also analyses the AR resources for scientific education most cited in the research with which they have been worked. The results have shown that AR significantly improves students' motivation and academic performance during use. About cognitive burden, it has been shown that the inclusion of AR in scientific education does not carry a greater mental burden for students. Some of the AR materials emerging from the analysis of this selection are exploration applications (augmented books, AR markers, and points of interest to activate digital information), simulation tools, and games.
INTRODUCTION. Digital technologies offer new educational opportunities in a connected society, where learning to work with others and self-regulated learning processes have become important elements that are enriched through interactions, improve learner engagement, and increase the sense of community. METHOD. The purpose of this case study was to analyse the perception of students, who use social networks as learning environments. To this end, reflective notes were gathered from students and analysed by Nvivo Pro Version 11. The final sample consisted of 15 students (cases), who successfully accomplished all the assignments. The students came from Nesna University College (Norway), the University of Szczecin (Poland) and the University of Extremadura (Spain). RESULTS. The results provide some clues about the students’ engagement in the process of creating knowledge through social networks considering the pedagogical, technological and social factors analysed. Norwegian and Polish students are more autonomous learners; they reflected more on the process through which they learnt with technology, and they self-regulated their learning process. In all three countries, most of them spent a lot of time learning how to use the social networks selected in the study and posting information. The students consider very important the role that connectivity and interaction play when they use any social network. DISCUSSION. Technology is a powerful tool for extending and creating opportunities to innovate in higher education, and social networks offer new ways for learning in an increasingly connected society, in which learning to work with others and collaborate has become extremely important skills to take into consideration. Promoting student-centred learning approaches to encourage and engage learners in decision-making and in the learning process is an effective strategy to exploit learning opportunities in online courses. Students value the importance of self-regulating their own learning to achieve goals, gain knowledge and acquire skills. Collaborative learning is key to empower students as the main protagonists of their own learning processes.
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