Abstract-This study systematically reviews, classifies and synthesizes the research related to Emerging Technologies (ETs) in the field of formal education between 2006 and 2016, aiming to identify areas of uncertainty for future research. In addition, this study is a tool to guide teachers in their decision making when incorporating technologies in the classroom. The research approach was mixed and it analyzed 288 studies that met the inclusion criteria. Results show that all the studies aimed to improve and to transform the different educational processes through the incorporation of ETs. The most used methodology was qualitative research; the survey was the most widely used instrument; the most affected population was the students in the context of higher education; the competences to improve was critical thinking, followed by problem solving, collaborative work, creative thinking, and decision-making. Emerging Technologies (ETs) are contextual, adaptable, evolving, ubiquitous, disruptive, innovative, complementary and generate a degree of uncertainty, they can be complex, accessible, functional, easy to use, interactive and it found that Web 2.0 technologies are the most used in the studies.
This article aims to design, implement and validate a model of incorporation of emerging technologies in the classroom using a design-based research methodology through two iterative cycles. In the first iterative cycle, this model was validated by 8 experts and implemented by 13 public school teachers from Bogotá-Colombia. The second cycle was validated and implemented by 25 teachers. A univariate statistical analysis was used to describe the samples in each cycle as well as content analysis to determine the different components of the model. The model is composed of four conditioning factors: motivation, infrastructure, ICT competencies and perceived usefulness; four principles: teacher reflection, pedagogical flexibility, dialogical communication and roles; two recommendations: temporality of the phases and peer-to-peer work and six phases: initial reflection, context analysis, pedagogical foundation, didactic application, implementation and finally evaluation.
Este estudio explora las percepciones de los estudiantes de básica secundaria y media sobre la estrategia Aprende en Casa implementada durante la pandemia (COVID-19) en el Área de Matemáticas del Colegio la Aurora IE, jornada mañana, ubicado en Bogotá-Colombia. Se utilizó un análisis de contenido inductivo cualitativo donde participaron 174 estudiantes y los datos fueron recolectados mediante una guía de aprendizaje. Las percepciones, tanto positivas como negativas, se agruparon en lo académico (guía autocontenida + TIC, competencias, procesos, actores e infraestructura), en lo social (cumplimiento de la norma, pensar en el otro, compartir en la familia, falta de socialización) y en lo personal (problemas de salud y actividades de tiempo libre). Los resultados permiten a los docentes reconfigurar su práctica para mejorar en los aspectos que influyeron en las percepciones negativas, y a las instituciones educativas empezar el camino de la transformación digital con el uso de las TIC para mejorar los procesos educativos.
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