Hugo Montiel

La investigación tuvo el objetivo de generar información sobre el uso de los laboratorios abiertos de innovación educativa como estrategia para el desarrollo de competencias relacionadas con las tecnologías de la información y la comunicación (TIC) y el diseño instruccional de cursos en línea en estudiantes de escuelas normales en México. Durante los trabajos de campo, se implementaron actividades que promovieron la reflexión y la autoevaluación de las competencias de los futuros profesionales de la educación. Asimismo, se aplicaron instrumentos de investigación basados en el Marco de competencias de los docentes en materia de TIC de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). Por otro lado, el modelo Diapasón se utilizó para evaluar la calidad de los cursos en línea que ofrecen diversas instituciones educativas para el desarrollo profesional docente. Los resultados enfatizaron la importancia de fortalecer el desarrollo competencias docentes para el uso de las TIC y el diseño instruccional de cursos en línea en los futuros docentes. En esta perspectiva, es imperativo que las escuelas normales de México prioricen el desarrollo de estas competencias en sus programas de formación docente.

The COVID-19 pandemic suddenly brought great challenges to the continuation of education. Institutions had to elect between pre-maturely ending their current school cycles or shifting to an online, flexible environment that had to deal with the digital divide in internet access. As part of its Sustainable Development Agenda, UNESCO developed the “Information and Communications Technology Competency Framework for Teachers” in 2018 to help institutions achieve digital literacy and reduce the digital divide. A systematic literature review (SLR) was conducted, identifying 23 studies on the use of ICT tools during COVID-19 educational disruptions in the database ProQuest Central and Google Scholar from August 2019 to August 2020. The results of this SLR showed that frameworks such as that of UNESCO could guide institutions to fast-track the development of educational strategies for post-crisis, COVID-19 implementation. Also, findings suggest an increase in the use of ICTs in learning environments, which will encourage organizations like UNESCO to develop plans and projects, such as the ICT framework further. Coping with the challenges of today’s learning environments is urgent; it is already time to “Rock the boat!” Introduction.

The use of information and communications technologies (ICTs) has emerged as an educational response amidst the COVID-19 pandemic, providing students the technological tools that enable them to acquire or strengthen the necessary digital skills to develop computational knowledge. The purpose of this study was to analyze Scratch, a programming language used to foster the teaching of computational thinking, particularly in K–12 education. A systematic literature review (SLR) was conducted, identifying 30 articles on the topic of Scratch and computational thinking in the database ProQuest Central from January 2010 to May 2020. These articles were analyzed to identify the use of Scratch worldwide and the educational impact it has on computational thinking, specifically in K–12 education. The results highlight the following: (1) countries which incorporated Scratch into their teachers’ study plans (curricula); (2) the transformation of learning environments that Scratch promotes; and (3) the importance of incorporating tools like Scratch in the current curricula and, more importantly, developing the framework for innovative ICTs capable of transforming education.

Este artigo apresenta os resultados de uma investigação realizada em uma Instituição de Ensino Superior (IES) privada na cidade de Monterrey, no México, no contexto da pandemia COVID-19 durante o primeiro semestre letivo de 2020. O objetivo deste estudo é compreender o processo de continuidade acadêmica na modalidade de aulas online e sua relação com o desenvolvimento das competências digitais dos professores. Seguiu-se uma abordagem qualitativa e interpretativa da pesquisa baseada em um estudo de caso, utilizando como principais técnicas e métodos de coleta de dados a entrevista semiestruturada, a observação não participante e o grupo focal. Os resultados revelaram que a adaptação da mudança inesperada no formato das aulas online favoreceu o desenvolvimento de habilidades digitais em professores por meio de um processo emergente de autoformação que contribuiu para o cumprimento dos critérios de garantia de qualidade educacional no contexto de crise sanitária.