Integration of ICT in teaching and learning in high school students in a province of the Dominican Republic
Abstract
Digital technologies are conceived as fundamental resources in the education of new generations. Both within the framework of technical subjects and as a key competence to be developed in students, it implies good institutional management to achieve their effective integration into the teaching-learning process. To this end, (Garcia, 2021) highlights that "ICTs are those technologies that have the capacity to store, process, and transform information". This article addressed the analysis of the use of information and communication technologies (ICTs) in a secondary level institution in the Dominican Republic.
This analysis has been carried out from a pedagogical perspective that conceives ICTs as a potential and beneficial tool in teaching and learning processes. The results showed that all teachers integrate ICTs into their teaching processes, however, there are significant limitations that must be addressed since most technological resources are available in laboratories and not in classrooms.
Among the conclusions, it can be inferred that the fact that technological resources are only available in laboratories is a limitation, since when used for classes in some technical areas, they are not always available to be used in subjects of other areas. The foregoing implies the need to make organizational decisions related to the reservation and management of resources in the classroom. Likewise, it also implies the rethinking of institutional decisions regarding infrastructure and spaces.
Downloads
References
Aguaded, I. et. al (2010). Hacia una integración curricular de las TIC en los Centros Educativos andaluces de primaria y secundaria. Bordón 62 (4), 2010, 7-23. https://recyt.fecyt.es/index.php/BORDON/article/view/29315
Ardini, C. y Barroso, M. (2020). Herramientas digitales de comunicación en contexto COVID -19. El impacto en la relación estudiantes - instituciones educativas en Argentina. Revista ComHumanitas, 11 (2), 98-122. https://doi.org/10.31207/rch.v11i2.251
Area, M. y Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4). 83-96. https://doi.org/10.15366/reice2021.19.4.005.
Calero S. C (2019). La llegada de las nuevas tecnologías a la educación y sus implicaciones. IJNE (4). http://dx.doi.org/10.24310/IJNE2.2.2019.7449
Espinosa, J. et al. (2017). Multimedia educativa como recurso didáctico y su uso en el aula. Revista Sinapsis. 10 (1). https://doi.org/10.37117/s.v1i10.108
García, A. (2017). Las competencias digitales en el ámbito educativo. Universidad de Salamanca.
Garcia. M. A. (2021, febrero 28) La Infliencia de las Tic en la Sociedad Actual. http://didactia.grupomasterd.es/blog/numero-20/la-influencia-de-las-tic-en-la-sociedad-actual
George, D., y Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (11th ed.). Allyn & Bacon.
Hernández Sampieri, R., Fenández Collado, C., y Baptista Lucio, P. (2014). Metodología de la investigación (6ta ed.). McGawHill Interamericana.
Scagnoli, M. N., (2006). El Aprendizaje Colaborativo en Cursos a Distancia. Investigación y Ciencia, 14(36), 39-47.
Martinez, A. (2021). Brechas digitales y derecho a la educación durante la pandemia por Covid-19. Propuesta Educativa, 2(56). https://acortar.link/Mbix5W
Orosco, F. et. al. (2021). Competencias digitales en estudiantes de educación secundaria de una provincia del centro del Perú. Revista Educación, 45 (1), 11. https://doi.org/10.15517/revedu.v45i1.41296
Palellas, S., y Martins, F. (2012). Metodologia de la Investigación Cuantitativa (3era Edicion). FEDUPEL.
Peralta et.al (2024) Las tecnologías de la información y la comunicación (TIC) en educación secundaria: Una revisión sistemática. Revista Andina de Educación. 7(1), 1. https://doi.org/10.32719/26312816.2023.7.1.1
Pereira-Pérez, Zulay. (2011). Los diseños de método mixto en la investigación en educación: una experiencia concreta. Revista Electrónica Educare, 15(1), 15-29 http://www.redalyc.org/articulo.oa?id=194118804003
Prendes-Espinosa, M., García-Tudela, P. y Solano-Fernández, I. (2020). Igualdad de género y TIC en contextos educativos formales: Una revisión sistemática. Comunicar, 63, 9-20. https://doi.org/10.3916/C63-2020-01
Raffino, Equipo editorial, Etecé (5 de agosto de 2021). Percepción. Enciclopedia Concepto. Recuperado el 1 de septiembre de 2024 de https://concepto.de/percepcion/
Sáez-López, José-Manuel. (2012). Valoración del impacto que tienen las tic en educación primaria en los procesos de aprendizaje y en los resultados a través de una triangulación de datos. Relatec, revista latinoamericana de tecnología educativa, 11 (2), 11-24. http://bit.ly/3TIpJxG
Sampieri, R. H. (2018). Metodología de la investigación (7a ed.). McGraw-Hill Education.
Silva, Y. (2023). ¿Qué son las competencias digitales en la educació y por qué son tan importantes? Instituto Raimon Gaja, 1. Retreived from http://institutoraimongaja.com/que-son-las-competencias-digitales-en-la-educacion-y-por-que-son-tan-importantes/
Vallejo, L. (2022). La educación virtual y su impacto en el rendimiento académico. Revista de ciencias sociales y económicas. 6 (2) 41 - 44. https://doi.org/10.18779/csye.v6i2.591
Villarreal Larrinaga, O. y Landeta Rodríguez, J. (2010). El estudio de casos como metodología de investigación científica en economía de la empresa y dirección estratégica. 16(3) 31-52. Universidad del Pais Vasco. https://acortar.link/Mbix5W
Vólquez, J. y Amador, C. (2020). Competencias digitales de docentes de nivel secundario de Santo Domingo: un estudio de caso. Revista Iberoamericana para la Investigación y el Desarrollo Educativo. 11 (21) e107. https://doi.org/10.23913/ride.v11i21.702
Copyright (c) 2024 Erick Alvarez Flores
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
