Maestría Tecnología e Innovación Educativa
URI permanente para esta colecciónhttp://hdl.handle.net/11634/59069
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Ítem Implementación de un Repositorio de Herramientas Digitales de Evaluación, para Fortalecer las Competencias Digitales en Docentes Rurales en la Institución Educativa Rural San Bernardo de Balsa del municipio de Labateca Norte de Santander(Universidad Santo Tomás, 2025-03) Zúñiga Buesaquillo, Fabián Antonio; Prince Rueda, Karin Silvana Teresa; Maldonado Durán, Luisa Fernanda; Moreno Jiménez, Yeimy Julieth; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450326; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002204366; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002204377; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002203006; https://scholar.google.com/citations?user=0HA6L6YAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2011-2072; https://orcid.org/0009-0003-0247-7056; https://orcid.org/0009-0006-6207-0241; https://orcid.org/0009-0002-1684-039XCurrently, digital knowledge of documents is an essential component in the development of genetic practice in the classroom, involving fundamental tools to promote meaningful engagement, where the use of emerging technologies is important, encouraging more active participation by some of the students in this training process. As for ideas, the organization of the component present in the teaching process, constitutes a primordial heresy in the value of knowledge. For the sake of consideration, the object of this investigation is the reality of a digital deposit discourse because the documents of the Rural Educational Institute San Bernardo de Balsa municipality of Labateca, Norte de Santander, can develop different types of assessments to put them in practice in their academic quest, thus promoting digital skills and the ability to acquire, deepen and create knowledge. On the other hand, the study is based on qualitative methodology, an investigative focus that allows to approach the problem in question, highlighting the main characteristics and particularities from the realization of an investigation based on design, which facilitates the generation of changes and transformations to reality from the contextual knowledge. Ten academics participated in the investigation, representing the entire academic body of the institution. The hallucinations allowed to conclude that the high concentration of digital skills in the professions contributes to the renovation and the declaration of its educational activities, favoring the innovative technologies by the reality of the evaluations for the medicine of the technological tools.Ítem Desarrollo de una app en sistemas de riego por goteo como innovación tecnológica en el aprendizaje de la mecánica de fluidos en los estudiantes de la media en la institución educativa técnica agropecuaria de puerto giraldo.(Universidad Santo Tomás, 2024-11-28) Benítez Causado, Dayana Patricia; Crespo Jaraba, Mario Fernando; Cuitiva Urango, Carlos Andrés; Fúquene Gordillo, Luis Jorge; Mendoza Cely, Diana Milena; Moreno Jiménez, Yeimy; Universidad Santo TomasThe main objective of this research was to develop an app for drip irrigation systems using Visual Studio Code, aimed at enhancing fluid mechanics learning among high school students at Intitución Educativa Técnico Agropecuaria de Puerto Giraldo. A quantitative research methodology was applied, as it provides methods to measure and analyze learning outcomes, allows for generalization of results, and facilitates the evaluation of the app’s effectiveness in students' learning. Information was collected through surveys, questionnaires (pre-test and post-test), and observations. A cross-sectional design was chosen for the study, given its suitability for quantitative research. A comparative analysis of pre-test and post-test results revealed significant improvements in most competencies, with up to 41.92% enhancements in analytical skills and 23.02% in identification skills within complex contexts. These findings underscore the app’s positive impact on strengthening students' practical and theoretical skills in fluid mechanics, particularly in areas such as friction, flow, and pressure in irrigation systems. Although, overall progress was observed, topics like pressure comprehension and analysis in more complex scenarios could benefit from additional modules to further reinforce learning.Ítem Gamificación Como Estrategia Didáctica Y Tecnológica Para El Fortalecimiento De La Lectura Y La Escucha Dentro De Las Habilidades Comunicativas En El Idioma Extranjero Inglés En Educación Básica(Universidad Santo Tomás, 2024-12-14) Maca Maca, Lady Johanna; Mora Pachón, Edna Rocío; Sierra Cañón, Laura; Viasus Villabon, William Alexander; Silva Monsalve, Alexandra María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001484097; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201883; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002202775; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002187367; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002203330; https://scholar.google.com/citations?user=SKLGTHkAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7554-0237; https://orcid.org/0009-0008-5929-5735; https://orcid.org/0009-0000-7834-2711The lack of motivation and interest among eighth-grade students at IERD San José toward learning English highlights the need for active methodologies that allow them to take on a leading role in the teaching-learning process. In this context, gamification has gained relevance as an innovative educational strategy. The research, using a qualitative approach, employed semistructured group interviews and a reflective journal to collect information. Over four weeks, five gamified thematic units were implemented, focusing on reading comprehension, active listening, and critical thinking, with interactive activities and challenges adapted to the students' levels. The application of these dynamics significantly increased motivation and participation, making classes more engaging and facilitating the understanding of texts and audio materials. The reflective journal demonstrated significant development in skills such as concentration, critical analysis, and collaboration. The results showed that gamification not only improves academic performance but also positively influences students' attitudes toward English, emphasizing the importance of adapting educational methodologies to the realities of rural contexts, creating a more meaningful learning experience connected to their needs.Ítem Profe ActualizaTIC(Universidad Santo Tomás, 2024) Guerrero Melo, Jenny Paola; Maldonado Herrera, Wilson Andrés; Martínez López, Milton Rolando; Murcia Arregocés, María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201907; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001359997; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002202646; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0002-4461-0567; https://orcid.org/0009-0008-7861-6274; https://orcid.org/0009-0007-4461-0993This project focuses on the need to update teachers at all educational levels in technological skills to improve the quality of education in today's society. In an ever-changing world marked by technological and digital advances, it is essential to prepare teachers and future generations to meet the challenges of the 21st century. The proposed innovation project seeks to equip teachers with the necessary skills to be techno-competent, that is, capable of using technology effectively in their educational work. This involves understanding the technological tools available, integrating them into the classroom, and adapting to the changing demands of the digital environment. Techno-competitive teacher training not only benefits teachers but also directly impacts the quality of the education they provide. Techno-competent teachers can enrich their teaching methods, encourage student active participation, and prepare them for an ever-evolving digital world. Training teachers with ICT skills is essential to strengthen the quality of education in today's society and prepare future generations for the challenging digital environment of the 21st century.Ítem Toolkit Alfabetización en TIC: Mejorando la Enseñanza Educativa a Través de Herramientas Tecnológicas para Docentes.(Universidad Santo Tomás, 2024-11-27) Preciado, Claudia Alizeth; Mora Caballero, Diana Cristina; Corredor Jiménez, Jenny Fabiola; Silva, Alexandra; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002205684; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002303992; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206540; https://orcid.org/0009-0000-9101-9345; https://orcid.org/0009-0007-4921-7701This innovation project focused on ICT literacy for teachers aims to provide them with knowledge to effectively use these tools and technological resources, transforming the teaching and learning process. The project's purpose is to improve the quality and equity of education, promote pedagogical innovation and prepare teachers for an increasingly digital future. This way, it seeks to respond to the current needs of the educational system and get ready to face tomorrow's challenges.Ítem Profe ActualizaTIC Recurso Virtual, “Competencias Tecnológicas para el Profesor del Siglo XXI”(Universidad Santo Tomás, 2024-11-28) Maldonado Herrera, Wison Andrés; Martínez López, Milton Rolando; Guerrero Melo, Jenny Paola; Murcia Arregocés, María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001359997; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002202646; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201907; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0008-7861-6274; https://orcid.org/0009-0007-4461-0993; https://orcid.org/0009-0002-4461-0567This project focuses on the need to update teachers at all educational levels in technological skills to improve the quality of education in today's society. In an ever-changing world marked by technological and digital advances, it is essential to prepare teachers and future generations to meet the challenges of the 21st century. The proposed innovation project seeks to equip teachers with the necessary skills to be techno-competent, that is, capable of using technology effectively in their educational work. This involves understanding the technological tools available, integrating them into the classroom, and adapting to the changing demands of the digital environment. Techno-competitive teacher training not only benefits teachers but also directly impacts the quality of the education they provide. Techno-competent teachers can enrich their teaching methods, encourage student active participation, and prepare them for an ever-evolving digital world. Training teachers with ICT skills is essential to strengthen the quality of education in today's society and prepare future generations for the challenging digital environment of the 21st century.Ítem Desarrollo De Habilidades Blandas En Los Estudiantes De Sexto Grado De La Institución Educativa Técnico Agropecuario De Chiscas – Boyacá, A Través El Uso De Mediaciones Multimodales En El Área De Ciencias Naturales(Universidad Santo Tomás, 2024) González Poveda, Edison Alexander; Jiménez Charfuelan, Rosio; Mariño Mora, Mario; Sepúlveda Mojica, Maris Ester; Montoya Sotelo, Diego; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000003799; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002004047; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002306131; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002202083; https://scholar.google.com/citations?user=MrFJ0a8AAAAJ&hl=es&oi=ao; https://orcid.org/0009-0008-0163-1791; https://orcid.org/0009-0004-3142-361X; https://orcid.org/0009-0001-3132-5778; https://orcid.org/0009-0006-8620-4574This educational innovation project aims to improve sixth-grade students' learning in natural sciences while fostering the development of soft skills such as leadership, teamwork, creative thinking, and assertive communication. Through learning by creating and staging theater plays, the project seeks to integrate art and dramatization into the school curriculum, offering an educational experience that promotes both social and emotional competencies essential for the student's holistic development and reinforces academic concepts. The results show that developing soft skills and the learning of natural sciences were significantly strengthened using multimodal mediations.Ítem EDUAPP Palabrástico Mediador Tecnológico para el Fortalecimiento del Proceso de Lectura en Estudiantes de Educación Básica Primaria(Universidad Santo Tomás, 2024-11-30) Arévalo Mantilla, Angie Gabriela; Rey Pérez, Rodrigo Armando; Ramírez Mora, Gina Brigitte; Silva Monsalve, Alexandra María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001484097; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000133486; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002203395; https://scholar.google.com/citations?hl=es&user=SKLGTHkAAAAJ; https://scholar.google.com/citations?hl=es&user=NO9lmgsAAAAJ; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002204331; https://orcid.org/0000-0001-7554-0237; https://orcid.org/0009-0003-1747-5205EDUAPP PALABRASTICO, technological mediator for strengthening the reading process in Primary Basic Education students, aims to build a mobile APP prototype that incorporates didactic strategies to strengthen the reading process in the third grade of primary school at the Tunjuelo Educational Institution in Mongua. (Boyacá, Colombia), to achieve this objective, a descriptive qualitative methodological approach was used, which is based on a user-centered design (UCD) approach. To apply the methodology, various phases were followed adapted to the specific objectives of the project. The first phase, empathy, the second phase definition and the third phase ideation. The development of the application was structured in three main phases: needs analysis, prototype design and testing. Data collection instruments (perception surveys and satisfaction questionnaires) were applied to a group of 5 third grade teachers from the I.E Tunjuelo. The results demonstrated that the application serves as a technological mediator and will allow teachers to implement strategies. more effective didactics, making the learning process more dynamic and attractive for students, thus reducing the barriers of apathy towards reading and improving their skills throughout the different educational levels.Ítem Modelo de Innovación Micro Curricular Integrado al Desarrollo de Competencias Investigativas Apoyado en la Inteligencia Artificial para el Curso de Gestión de Proyectos del Programa de Comercio Exterior de la Universidad de Santander.(Universidad Santo Tomás, 2024-12-14) Acevedo Ruiz, Erika Leonor; Torres Fuentes, Jessica Alexandra; Godoy Acosta, Diana Carolina; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001576154; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002065147; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002203261; https://scholar.google.com/citations?hl=es&user=DOg3TAkAAAAJ; https://orcid.org/0009-0003-5688-2102; https://orcid.org/0009-0006-7308-8690This curricular innovation project aims to enhance the research competencies of students in the Foreign Trade program at the University of Santander, Cúcuta campus, through the incorporation of Artificial Intelligence (AI) tools. It addresses an observed problem among students, who show a lack of motivation towards research, difficulties in using advanced technology, and deficiencies in academic reading and writing skills, which are essential for future professionals and entrepreneurs.Ítem Blog Como Estrategia Innovadora De Enseñanza Para Estimular El Interés En Educación Ambiental En Los Estudiantes Del Grado 4 ° De Básica Primaria En El Instituto San José De Tunumá(Universidad Santo Tomás, 2024) Castro Manyoma, Ana Zamira; Quintero Sierra, Pablo Alfonso; Caro Ortiz, Nileth Adriana; Godoy Ariza, Diana Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201529; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201523; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201527; https://orcid.org/0000-0002-1903-0854; https://orcid.org/0009-0009-7745-6245; https://orcid.org/0009-0006-9235-2303; https://orcid.org/0009-0007-4675-2418This project is carried out in order to promote interest in environmental education in 4th grade students of the San José de Tunumá educational institute, integrating technological innovation and the mediation of digital resources, in this case through a blog. as a pedagogical strategy to enrich the teaching process, promoting a dynamic and meaningful interaction with content related to environmental care. To comply with this process, a design known as Design Sprint was carried out, which was executed under mapping stages, in which the absence of interest in caring for the environment in the institution is identified as a challenge to be addressed, subsequently it is carried out devising the strategy that can provide a solution to the problem, with the deciding stage, the decision is made to use a resource that is innovative, that facilitates access, that allows the inclusion of other resources such as videos and audios and other platforms such as educaplay and quizizz and that contribute to the fulfillment of the challenge. Subsequently, the prototyping phase is carried out in which the blog is created on the free Google platform and pedagogical resources and strategies suitable for the age, digital education and skills of the students are selected and finally a test is carried out with 4 students that allow validate the relevance of the resource and its possibilities for improvement.Ítem Diseño de una herramienta virtual de enseñanza-aprendizaje para el fortalecimiento de las competencias ciudadanas en estudiantes con TDAH en edades entre 7 y 11 años(Universidad Santo Tomás, 2024) Díaz Tarazona, Zully Tatiana; Beltrán López, Yeimy Andrea; Molina Roldán, Huber Santiago; Quintero Lesmes, Luis Carlos; Godoy Ariza, Diana Carolina; Universidad Santo TomásIn the current educational context, students with ADHD face significant challenges in their teaching-learning process, especially in elementary education. One of the biggest challenges centers on the lack of specific tools and strategies that address the special needs of this population, which negatively impacts their overall academic performance. This is reflected in the results of the Evaluar para Avanzar tests, specifically those related to citizenship competencies. In this sense, this research proposed to design a virtual teaching-learning tool for the strengthening of citizenship competencies with students with ADHD between 7 and 11 years old. This project was carried out from a qualitative paradigm with an action research approach, which allowed through a diagnostic test conducted to students with ADHD, interviews with inclusion professionals and teachers, to establish the relevant parameters for the development of the proposed digital tool. After designing the prototype of the strategy, a validation process was carried out, identifying key characteristics that demonstrated adequate compliance with the assigned tasks, stable time management and a variable emotional disposition according to the activities they developed. This study showed the need to continue generating research-based strategies that respond to the real needs of the ADHD population in the school context, linking the different actors involved in the teaching-learning process in favor of an inclusive and comprehensive education.