ICTs and their impact on academic results: an analysis based on the TPACK model.

The integration of ICTs in the educational field has become an innovative tech nique for improving teaching-learning processes. This study aims to analyze the incidence of ICTs in the results of the Saber 11 tests applied in 2016, in Cun dinamarca and Bogotá. Since integrating ICTs in the classroom...

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Autores:: Morales Piñero, Juan Carlos
Cote Sánchez, María Carolina
Molina Bernal, Irma Amalia
Rodríguez Jerez, Sergio Alejandro

Tipo de recurso:: Part of book

Fecha de publicación:: 2020

Institución:: Universidad Sergio Arboleda

Repositorio:: Repositorio U. Sergio Arboleda

Idioma:: eng

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dc.title.spa.fl_str_mv	ICTs and their impact on academic results: an analysis based on the TPACK model.
title	ICTs and their impact on academic results: an analysis based on the TPACK model.
spellingShingle	ICTs and their impact on academic results: an analysis based on the TPACK model. Rendimiento académico Educación secundaria – Innovaciones tecnológicas Tecnología educativa Tecnología de la información Métodos de enseñanza - Innovaciones tecnológicas Mediciones y pruebas educativas Academic achievement Education, secondary - Technological innovations Educational technology Information technology Teaching Methods - Technological innovations Educational tests and measurements TPACK education sector teacher Saber 11 socio-economic level
title_short	ICTs and their impact on academic results: an analysis based on the TPACK model.
title_full	ICTs and their impact on academic results: an analysis based on the TPACK model.
title_fullStr	ICTs and their impact on academic results: an analysis based on the TPACK model.
title_full_unstemmed	ICTs and their impact on academic results: an analysis based on the TPACK model.
title_sort	ICTs and their impact on academic results: an analysis based on the TPACK model.
dc.creator.fl_str_mv	Morales Piñero, Juan Carlos Cote Sánchez, María Carolina Molina Bernal, Irma Amalia Rodríguez Jerez, Sergio Alejandro
dc.contributor.author.spa.fl_str_mv	Morales Piñero, Juan Carlos Cote Sánchez, María Carolina Molina Bernal, Irma Amalia Rodríguez Jerez, Sergio Alejandro
dc.subject.lemb.spa.fl_str_mv	Rendimiento académico Educación secundaria – Innovaciones tecnológicas Tecnología educativa Tecnología de la información Métodos de enseñanza - Innovaciones tecnológicas Mediciones y pruebas educativas
topic	Rendimiento académico Educación secundaria – Innovaciones tecnológicas Tecnología educativa Tecnología de la información Métodos de enseñanza - Innovaciones tecnológicas Mediciones y pruebas educativas Academic achievement Education, secondary - Technological innovations Educational technology Information technology Teaching Methods - Technological innovations Educational tests and measurements TPACK education sector teacher Saber 11 socio-economic level
dc.subject.lemb.eng.fl_str_mv	Academic achievement Education, secondary - Technological innovations Educational technology Information technology Teaching Methods - Technological innovations Educational tests and measurements
dc.subject.proposal.eng.fl_str_mv	TPACK education sector teacher
dc.subject.proposal.spa.fl_str_mv	Saber 11 socio-economic level
description	The integration of ICTs in the educational field has become an innovative tech nique for improving teaching-learning processes. This study aims to analyze the incidence of ICTs in the results of the Saber 11 tests applied in 2016, in Cun dinamarca and Bogotá. Since integrating ICTs in the classroom should not be analyzed in isolation, the TPACK model will be taken as a frame of reference for this study. This model encompasses the two main components of education (pedagogy and content) and technology. A questionnaire was designed and applied to collect information on teachers’ competencies about the TPACK model. Li kewise, a quantitative analysis (linear regression and ANOVA) was proposed, taking the students’ average results, grouped by the institution, as an indepen dent variable. This allowed observing the variations of their behavior in contrast to the different independent variables. The relevance obtained by the students’ socio-economic family status (Sig. = 0,000) to explain the behavior of the inde pendent variable is highlighted, as well as the negative relationship between the technological infrastructure and the results obtained in the standardized tests of the government schools. In conclusion, the study corroborates previous research, stating that high socio-economic status institutions obtain better results than those of low status. However, the current integration of technology, pedagogy, and content is not relevant when explaining the Saber 11 test results.
publishDate	2020
dc.date.created.spa.fl_str_mv	2020
dc.date.issued.spa.fl_str_mv	2020-12
dc.date.accessioned.spa.fl_str_mv	2021-10-08T15:23:37Z
dc.date.available.spa.fl_str_mv	2021-10-08T15:23:37Z
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dc.identifier.citation.spa.fl_str_mv	Morales Piñero, J.C., Cote Sánchez, M.C., Molina Bernal, I.A. & Rodríguez Jerez, S. A. (2020). ICTs and their impact on academic results: an analysis based on the TPACK model . En Molina Bernal, I. A., Morales Piñero, J.C & Rodríguez Jerez, S.A. (compiladores), Importance of ICT in the teaching-learning process: middle and higher education studies (pp. 33-69). Universidad Sergio Arboleda. 10.22518/book/9789585158092
dc.identifier.isbn.spa.fl_str_mv	978-958-5158-09-2
dc.identifier.doi.spa.fl_str_mv	10.22518/book/9789585158092/ch2
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identifier_str_mv	Morales Piñero, J.C., Cote Sánchez, M.C., Molina Bernal, I.A. & Rodríguez Jerez, S. A. (2020). ICTs and their impact on academic results: an analysis based on the TPACK model . En Molina Bernal, I. A., Morales Piñero, J.C & Rodríguez Jerez, S.A. (compiladores), Importance of ICT in the teaching-learning process: middle and higher education studies (pp. 33-69). Universidad Sergio Arboleda. 10.22518/book/9789585158092 978-958-5158-09-2 10.22518/book/9789585158092/ch2 instname:Universidad Sergio Arboleda reponame:Repositorio Institucional Universidad Sergio Arboleda repourl: https://repository.usergioarboleda.edu.co/
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dc.language.iso.eng.fl_str_mv	eng
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dc.relation.ispartof.eng.fl_str_mv	Importance of ICT in the teaching-learning process: middle and higher education studies
dc.relation.ispartofseries.spa.fl_str_mv	Serie Investigación
dc.relation.references.eng.fl_str_mv	Cabero, J., Marín, V., & Castaño, C. (2015). Validation of the application of TPACK framework to train teacher in the use of ICT. @tic. Revista d’innovació Educativa, 0(14), 13-22. doi: 10.7203/attic.14.4001 Khe Foon, H., & Thomas, B. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development. doi: 10.1007/ s11423-006-9022-5 Koshal, R. K., Koshal, M., & Gupta, A. (2001). Multi-product total cost function for higher education: a case of bible colleges. Economics of Education Review, 20, 297–303. Longlong, H., Fengliang, L., & Weifang, M. (2009). Multi-product total cost functions for higher education: The case of Chinese research universities. Economics of Education Review, 28(4), 505-511. doi: 10.1016/J. ECONEDUREV.2008.11.002 Sacristán, A. (2013). Sociedad del conocimiento, tecnología y educación. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=6068140 So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1). doi: 10.14742/ajet.1183
dc.relation.references.spa.fl_str_mv	Celemín, J. & Flórez, R. (2018). Percepciones sobre factores que inciden en los resultados de las pruebas Saber 11 de la población sorda. Una mirada desde tres instituciones educativas de Bogotá D.C., Colombia. Revista de La Facultad de Medicina, 66(3), 349-356. doi: 10.15446/revfacmed.v66n3.61038 Cuartas, M., & Quintero, V. (2014). Formación docente en el desarrollo de competencias digitales e informacionales a través del modelo enriquecido TPACKCTSABP. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación, 20. Retrieved from https://www.oei.es/historico/congreso2014/contenedor.php?ref=libres2 Dávila, C. (2012). Estilos de aprendizaje en estudiantes de enfermería y su relación con el desempeño en las pruebas Saber Pro. Journal of Learning Styles, 1-14. doi: 10.1017/CBO9781107415324.004 Ferrés Prats, J. (2008). La educación como industria del deseo: Un nuevo estilo comunicativo. Madrid, España: Gedisa. Medina R., L. L., & Parra B., L. R. (2017). El TPACK como modelo generador de estrategias didácticas para el área de Ciencias Sociales en el grado décimo de la institución John F Kennedy de Arbelaez. Retrieved from http://recursos. portaleducoas.org/sites/default/files/5135.pdf Molina Bernal, I. M. (2016). Algunas consideraciones para la dirección de clases. In Autora (Ed.), Los retos de la didáctica: lecturas para el siglo XXI (p. 175). Bogotá, Colombia: Universidad Sergio Arboleda. Morrissey, J. (2008). El uso de TIC en la enseñanza y el aprendizaje. Cuestiones y desafíos. (Vol. 2). Buenos Aires, Argentina: Fondo de Naciones Unidas para la infancia Palacio Puerta, M., & Cabrera Peña, K. I. (2017). La gobernanza de internet como plataforma para impulsar políticas en la educación con TIC. El caso de Colombia. OPERA, (21), 5. doi: 10.18601/16578651.n21.02 Pradilla, J., Belloso, O., & Barboza, J. (2017). Factors affecting the effectiveness of ICT in learning technology. (2015), 181-195. Tamayo, I. (2000). Análisis De Varianza Con Spss 8.0. Apuntes_Estadística, 25–31. Vence Pájaro, L. M. (2014). Uso pedagógico de las TIC para el fortalecimiento de estrategias didácticas del programa todos a aprender. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación, 17. Buenos Aires.
dc.relation.citationstartpage.spa.fl_str_mv	33
dc.relation.citationendpage.spa.fl_str_mv	69
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spelling	Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)http://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://purl.org/coar/access_right/c_abf2Morales Piñero, Juan CarlosCote Sánchez, María CarolinaMolina Bernal, Irma AmaliaRodríguez Jerez, Sergio Alejandro2021-10-08T15:23:37Z2021-10-08T15:23:37Z20202020-12Morales Piñero, J.C., Cote Sánchez, M.C., Molina Bernal, I.A. & Rodríguez Jerez, S. A. (2020). ICTs and their impact on academic results: an analysis based on the TPACK model . En Molina Bernal, I. A., Morales Piñero, J.C & Rodríguez Jerez, S.A. (compiladores), Importance of ICT in the teaching-learning process: middle and higher education studies (pp. 33-69). Universidad Sergio Arboleda. 10.22518/book/9789585158092978-958-5158-09-210.22518/book/9789585158092/ch2instname:Universidad Sergio Arboledareponame:Repositorio Institucional Universidad Sergio Arboledarepourl: https://repository.usergioarboleda.edu.co/http://hdl.handle.net/11232/1762The integration of ICTs in the educational field has become an innovative tech nique for improving teaching-learning processes. This study aims to analyze the incidence of ICTs in the results of the Saber 11 tests applied in 2016, in Cun dinamarca and Bogotá. Since integrating ICTs in the classroom should not be analyzed in isolation, the TPACK model will be taken as a frame of reference for this study. This model encompasses the two main components of education (pedagogy and content) and technology. A questionnaire was designed and applied to collect information on teachers’ competencies about the TPACK model. Li kewise, a quantitative analysis (linear regression and ANOVA) was proposed, taking the students’ average results, grouped by the institution, as an indepen dent variable. This allowed observing the variations of their behavior in contrast to the different independent variables. The relevance obtained by the students’ socio-economic family status (Sig. = 0,000) to explain the behavior of the inde pendent variable is highlighted, as well as the negative relationship between the technological infrastructure and the results obtained in the standardized tests of the government schools. In conclusion, the study corroborates previous research, stating that high socio-economic status institutions obtain better results than those of low status. However, the current integration of technology, pedagogy, and content is not relevant when explaining the Saber 11 test results.36Digitalapplication/pdfengUniversidad Sergio ArboledaEscuela de Filosofía y Humanidades., Escuela de Ciencias Exactas e Ingeniería., Escuela de EducaciónImportance of ICT in the teaching-learning process: middle and higher education studiesSerie InvestigaciónCabero, J., Marín, V., & Castaño, C. (2015). Validation of the application of TPACK framework to train teacher in the use of ICT. @tic. Revista d’innovació Educativa, 0(14), 13-22. doi: 10.7203/attic.14.4001Khe Foon, H., & Thomas, B. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development. doi: 10.1007/ s11423-006-9022-5Koshal, R. K., Koshal, M., & Gupta, A. (2001). Multi-product total cost function for higher education: a case of bible colleges. Economics of Education Review, 20, 297–303.Longlong, H., Fengliang, L., & Weifang, M. (2009). Multi-product total cost functions for higher education: The case of Chinese research universities. Economics of Education Review, 28(4), 505-511. doi: 10.1016/J. ECONEDUREV.2008.11.002Sacristán, A. (2013). Sociedad del conocimiento, tecnología y educación. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=6068140So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1). doi: 10.14742/ajet.1183Celemín, J. & Flórez, R. (2018). Percepciones sobre factores que inciden en los resultados de las pruebas Saber 11 de la población sorda. Una mirada desde tres instituciones educativas de Bogotá D.C., Colombia. Revista de La Facultad de Medicina, 66(3), 349-356. doi: 10.15446/revfacmed.v66n3.61038Cuartas, M., & Quintero, V. (2014). Formación docente en el desarrollo de competencias digitales e informacionales a través del modelo enriquecido TPACKCTSABP. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación, 20. Retrieved from https://www.oei.es/historico/congreso2014/contenedor.php?ref=libres2Dávila, C. (2012). Estilos de aprendizaje en estudiantes de enfermería y su relación con el desempeño en las pruebas Saber Pro. Journal of Learning Styles, 1-14. doi: 10.1017/CBO9781107415324.004Ferrés Prats, J. (2008). La educación como industria del deseo: Un nuevo estilo comunicativo. Madrid, España: Gedisa.Medina R., L. L., & Parra B., L. R. (2017). El TPACK como modelo generador de estrategias didácticas para el área de Ciencias Sociales en el grado décimo de la institución John F Kennedy de Arbelaez. Retrieved from http://recursos. portaleducoas.org/sites/default/files/5135.pdfMolina Bernal, I. M. (2016). Algunas consideraciones para la dirección de clases. In Autora (Ed.), Los retos de la didáctica: lecturas para el siglo XXI (p. 175). Bogotá, Colombia: Universidad Sergio Arboleda.Morrissey, J. (2008). El uso de TIC en la enseñanza y el aprendizaje. Cuestiones y desafíos. (Vol. 2). Buenos Aires, Argentina: Fondo de Naciones Unidas para la infanciaPalacio Puerta, M., & Cabrera Peña, K. I. (2017). La gobernanza de internet como plataforma para impulsar políticas en la educación con TIC. El caso de Colombia. OPERA, (21), 5. doi: 10.18601/16578651.n21.02Pradilla, J., Belloso, O., & Barboza, J. (2017). Factors affecting the effectiveness of ICT in learning technology. (2015), 181-195.Tamayo, I. (2000). Análisis De Varianza Con Spss 8.0. Apuntes_Estadística, 25–31.Vence Pájaro, L. M. (2014). Uso pedagógico de las TIC para el fortalecimiento de estrategias didácticas del programa todos a aprender. Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación, 17. Buenos Aires.3369ICTs and their impact on academic results: an analysis based on the TPACK model.Rendimiento académicoEducación secundaria – Innovaciones tecnológicasTecnología educativaTecnología de la informaciónMétodos de enseñanza - Innovaciones tecnológicasMediciones y pruebas educativasAcademic achievementEducation, secondary - Technological innovationsEducational technologyInformation technologyTeaching Methods - Technological innovationsEducational tests and measurementsTPACKeducationsectorteacherSaber 11socio-economic levelhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_3248http://purl.org/redcol/resource_type/CAP_LIBCapítulo de LibroTHUMBNAILICTs and their impact on academic results.pdf.jpgICTs and their impact on academic results.pdf.jpgIM Thumbnailimage/jpeg19424https://repository.usergioarboleda.edu.co/bitstream/11232/1762/3/ICTs%20and%20their%20impact%20on%20academic%20results.pdf.jpgfb8039de614428ced73b201687050ccdMD53open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-81180https://repository.usergioarboleda.edu.co/bitstream/11232/1762/2/license.txt08af4d860568f825b35a06c69dc734dcMD52open accessORIGINALICTs and their impact on academic results.pdfICTs and their impact on academic results.pdfCapítulo de libroapplication/pdf6675376https://repository.usergioarboleda.edu.co/bitstream/11232/1762/4/ICTs%20and%20their%20impact%20on%20academic%20results.pdfae75fcede6af1711cf11854b77192487MD54open access11232/1762oai:repository.usergioarboleda.edu.co:11232/17622023-08-23 09:18:29.201open accessRepositorio Institucional Universidad Sergio Arboledadspace-help@myu.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

ICTs and their impact on academic results: an analysis based on the TPACK model.

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