Mediación didáctica de las tecnologías de la información y comunicación (tic) para el desarrollo de competencias digitales en la modalidad de educación presencial y virtual
The development of digital skills in educational actors is a key task for any country. Taking this reference into account, the present research aims to design a proposal that, based on the didactic mediation of ICT, contributes to the development of digital skills in face-to-face and virtual educati...
- Autores:
-
Pacheco García, Iluminada Concepción
Rodríguez Rovira, Milena Cecilia
- Tipo de recurso:
- Fecha de publicación:
- 2023
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10656
- Acceso en línea:
- https://hdl.handle.net/11323/10656
- Palabra clave:
- Mediación didáctica de las TIC
Competencias digitales
Educación presencial
Educación virtual
Didactic mediation of ICT
Digital skills
Classroom education
Virtual education
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | The development of digital skills in educational actors is a key task for any country. Taking this reference into account, the present research aims to design a proposal that, based on the didactic mediation of ICT, contributes to the development of digital skills in face-to-face and virtual education. Therefore, emphasis is placed on didactic, pedagogical, recreational, and technological dimensions of the teaching-learning process, taking hybrid education as a model. Institución Educativa Distrital La Merced, in Barranquilla, Colombia, is used as the intervention context. The deductive rationalist epistemological approach serves as a framework for research because it allows starting from general theories, validating knowledge which is focused on techniques that allow data collection and analyzing the results. The research is based on a mixed paradigm of a qualitative-quantitative nature, where qualitative and quantitative components are related, in order to develop a complementary vision that allows addressing the problem from different perspectives and contribute to the development of technological and communicative skills that favor the pedagogical task. The research design integrates a theoretical-documentary, field and propositional approach; For this, institutional documents are analyzed, and instruments are applied to teachers and students. The results make evident the need for educational actors to appropriate technology and integrate it into didactic processes in order to contribute to the development of their skills. It concludes on the importance of strengthening didactics from the mediation of ICT with the intention of consolidating interactive and more dynamic learning environments. |
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