El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico

Paredes, Carlos Darío Vásconez; Inga, Esteban

doi:10.33890/innova.v6.n3.2021.1773

Cited by 9 publications

(7 citation statements)

References 20 publications

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“…Coincidiendo con este último trabajo, los resultados obtenidos aquí sobre el impacto de las publicaciones son bajos, ya que, la mayoría de los trabajos, casi tres cuartas partes del total, cuenta con un máximo de 10 citas, frente a lo encontrado en otros trabajos sobre el modelo TPACK (Vásconez e Inga, 2021).…”

Section: Discusionesunclassified

La competencia digital docente en educación secundaria: analizando la evidencia científica

Sánchez Castellanos,

Marín Suelves,

Gabarda Méndez

2024

Hachetetepe

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Este artículo muestra los resultados de un estudio bibliométrico y un análisis de contenido sobre la competencia digital del profesorado de Educación Secundaria. Se analizaron 107 artículos extraídos de Scopus, a través de indicadores de productividad, colaboración, impacto y difusión. Además, se realizó un análisis de contenido en base a los objetivos, los participantes, la influencia de la COVID-19, las áreas de conocimiento y las dimensiones de la Competencia Digital Docente (CDD). El estudio muestra que hay un interés creciente por este tema, habiéndose incrementado los trabajos en los últimos años, especialmente en España y México. La colaboración entre autores y redes es importante, mientras que el impacto es relativo y la difusión de la investigación se realiza a través de diversas fuentes. El análisis de contenido revela que la mayoría de los estudios se centran en las habilidades digitales del profesorado, la formación y el uso de herramientas tecnológicas en el aula para la mejora de la práctica docente. Además, la pandemia por la COVID-19 ha tenido un impacto significativo. Se concluye la necesidad de formación de los docentes para el aprovechamiento de las posibilidades del uso de las tecnologías en la escuela.

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Section: Discusionesunclassified

La competencia digital docente en educación secundaria: analizando la evidencia científica

Sánchez Castellanos,

Marín Suelves,

Gabarda Méndez

2024

Hachetetepe

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“…Based on the theoretical foundations of Ausubel's Meaningful Learning, which emphasizes that learning is most effective when it relates to meaningful prior knowledge, it is necessary to examine Mishra and Koehler's TPACK model. This model describes the intersection of pedagogical, technological, and content knowledge necessary for effective teaching (Vásconez Paredes, Darío & Mauricio, 2021).…”

Section: Introductionmentioning

confidence: 99%

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Suyo-Vega,

Fernández-Bedoya,

Meneses-La-Riva

2024

F1000Res

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Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

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“…Within the social framework, conducting research is relevant since it contributes to the student's education, fostering a culture of study where the student has a leading role in their education, actively participating in the English learning process, both in reading and comprehension, as mentioned in [5,6].…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

Imbaquingo,

Cárdenas

2023

Education Sciences

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This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.

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El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico

Cited by 9 publications

References 20 publications

La competencia digital docente en educación secundaria: analizando la evidencia científica

La competencia digital docente en educación secundaria: analizando la evidencia científica

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language

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