Pregrado Licenciatura en Tecnología e Informática

URI permanente para esta colecciónhttp://hdl.handle.net/11634/13120

Examinar

Mostrando 1 - 13 de 13

Cartilla para Fortalecer el Proceso Lecto-Escritor de los Estudiantes de Primero de la Institución Educativa Avelino Saldarriaga, del Municipio de Itagüí.
(Universidad Santo Tomás, 2025) Arango Berna, Ruby; Godoy, Diana Carolina; Universidad Santo Tomás; https://orcid.org/0000-0002-1903-0854
This research project focused on strengthening reading and writing skills in first grade students, at the Avelino Saldarriaga Educational Institution, in the municipality of Itagüí. Through a qualitative approach, through the participatory action research methodology, a methodology that integrates knowledge and action. Colmenares, A. M. (2012). Therefore, a didactic primer was designed and applied that incorporated technological resources and innovative pedagogical activities. The preliminary results indicate that this intervention made it possible to identify and address the specific difficulties that students face in this reading-writing process, which is why the implementation of the primer, as a teaching resource in combination with ICT, proved to be a promising strategy for improve the participation of first grade students, the quality of teaching and learning, by promoting interactivity, collaboration and the diversification of traditional methodologies. This study contributes to the field of primary education by offering a practical and effective proposal to strengthen reading-writing skills in first grade students at the Avelino Saldarriaga Educational Institution.
El Sombrero Vueltiao en la Educación Como una Estrategia Didáctica Desde las Mediaciones Tecnológicas para Fortalecer la Identidad Intercultural. Estudio de Caso Llevado a Cabo con los Estudiantes del Grado Primero del Colegio San Bernardino IED
(Universidad Santo Tomás, 2025-01-22) Tarazona Cristancho, Hector Elias; Cavadia Feria, Emiro Rafael; Murcia Arregoces, Maria Victoria; Universida Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://orcid.org/0000-0001-7493-3960
This work around the vueltiao hat arises to preserve and enrich this Colombian cultural tradition. Colombian cultural tradition, since this exercise not only documents the craftsmanship necessary to weave these hats, but also serves as a vehicle to to weave these hats, but also serves as a vehicle to transmit ancestral wisdom. when we systematize the techniques and processes, the authenticity and cultural richness of the vueltiao hat is safeguarded. cultural richness of the vueltiao hat, thus contributing to its enduring legacy. In addition, this practice practice fosters the appreciation and understanding of the history and cultural significance that surrounds this national symbol, where it is also and cultural significance surrounding this national symbol, where it is also a means to enhance the sustainable development of the communities that depend on the production of these hats. communities that depend on the production of these hats.
Educación Bilingüe a Través de los Centros de Interés
(Universidad Santo Tomás, 2024) Pereira Torres, Esmeralda; Puerto Guerrero, Dory Marcela; Pérez Santamaría, Alejandro; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001446966; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002276095; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002071407; https://scholar.google.es/citations?hl=es&user=2XJqYYAAAAAJ; https://orcid.org/0000-0002-7376-2626
Teaching a second language is a constant challenge due to the needs that arise in society as it evolves. Therefore, the implementation of this project was based on improving reading comprehension in English among Grade 11 students at Oxford School, through the implementation of centers of interest an alternative pedagogical method. The research approach was qualitative, with an interpretive scope, applying different research strategies such as interviews to collect information related to the different opinions of various actors in the educational community in the teaching and learning of English and in the same way to know their opinions about the way of teaching students to read and understand texts in English. Likewise, applying participant observation carried out in two stages: observing an English class to identify students' interests and then implementing a class using interest centers based on the information collected in the first stage. The research process began with three interviews with key members of the educational community, which yielded interesting data about the relationship between interest centers and the curriculum, as well as their opinions about teaching and the challenges of teaching how to understand texts without taking into account the level. The opinion of a Chinese student in the same grade was also taken into account to find out her perspective on learning a second language. Through observations, the opinions of the students were taken into account in order to apply it in a class based on centers of interest in a second observation. This yielded interesting results in contrast with traditional English teaching techniques.
Gamificando Ecosistemas: Motivación en el Aprendizaje en 4° Grado en el Colegio Giovanni Pascoli
(Universidad Santo Tomás, 2024) Serrano Rojas, Bleidy Juliana; Triana Casallas, Leidy Rocio; Villota, Martha Cecilia; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001997897; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002272000; https://scholar.google.es/citations?hl=es&user=2XJqYYAAAAAJ; https://orcid.org/0000-0002-7376-2626
The main objective of this study is to assess the impact of gamification in order to motivate and learn about terrestrial ecosystems to fourth-grade students at Giovanni Pascoli School, located in Bogotá D.C. For developing this study is implemented a qualitative methodology, focus on an action research approach. The gamification strategy includes virtual exploration missions and the use of technological platforms such as Quizziz, Google Earth, and Genially, with the purpose to design activities that facilitate the understanding of ecosystems, also, incorporating rewards and challenges to achieve learning objectives. Moreover, this study involves participatory observation and surveys to collect data over five sessions, which include pretest and post-test that evaluate knowledge before and after the intervention. In the results of this research is showed how the students have been greater motivated and interested when participating in gamified activities, for example, in digital tools like Google Earth which are particularly effective in the exploration of ecosystems. On the other hand, the surveys indicate that students enjoy learning more when rewards are offered, in consequence the participation in class has increased. Additionally, there is a significant improvement in the understanding of ecosystems, it was identified by post-tests results, where it was noticed the effectiveness of gamification as an educational strategy that can be replicated in other subjects, fostering a dynamic and inclusive learning environment.
Tecnologías Inclusivas en la Educación Virtual: una Herramienta para la Igualdad de Oportunidades “un Antes y Después de la Pandemia”
(Universidad Santo Tomás, 2024-07-11) Álvarez Forero, Shelsy Yusmid; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001592325
Education is a fundamental right that should be accessible to everyone, regardless of individual abilities. This study focuses on the analysis of inclusive technologies in Colombia and their role in ensuring quality education for students with disabilities, with particular emphasis on the challenges of educational inclusion in virtual environments. The research explores how these technologies can enhance accessibility for students with sensory functional diversity, both visual and auditory, ensuring equal opportunities in virtual education. It questions whether the available technologies are truly designed and implemented to meet the needs of this population or if their existence is merely symbolic, failing to effectively fulfill their purpose. The methodology adopted in this study is qualitative, with a descriptive experimental design based on surveys and data collection matrices. The primary objective is to argue the effectiveness of inclusive technologies and offer recommendations for the design of an Inclusive Personal Learning Environment (PLEI) that ensures truly inclusive and accessible virtual education. It concludes that the main barrier in educational institutions is not only the lack of technological resources but also skepticism towards the use of technology. Overcoming this barrier requires training teachers to develop strategies that transform technology into an effective tool for promoting equality in learning.
Impacto de los Egresados de la Licenciatura en Tecnología e Informática, Estudio de Caso
(Universidad Santo Tomás, 2024-08-26) Muñoz Benitez, Monica Patricia; Murcia Arregoces, Maria Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://orcid.org/0000-0001-7493-39
Estrategia Didáctica Mediada por Objetos Virtuales de Aprendizajes para el Fortalecimiento de la Comprensión Lectora en los Niños y Niñas del Grado 5 de la Escuela Normal Superior del Nordeste
(Universidad Santo Tomás, 2024) Tirado Rendón, Giseth Katherine; Martinez Martinez, Luis Carlos; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000914673; https://orcid.org/0000-0001-6786-0062
Understanding texts from an early age means the recognition of relevant ideas, perspectives and positions that facilitate learning and give a greater focus to reading processes, hence the need to establish in educational contexts, scenarios based on didactics, with technological tools that allow us to appreciate the act of reading as a necessary means for learning content. In this sense, the research process was guided to design a didactic strategy mediated by Virtual Learning Objects (OVA) to strengthen literal reading comprehension in children of grade 5 of the Escuela Normal Superior del Nordeste, leading in the first instance to identify the level of reading comprehension of students, through a diagnostic test, and then to design virtual learning objects focused on strengthening literal reading comprehension skills, based on an instructional model, to implement and evaluate their application. From the methodological point of view, the research was developed under a mixed paradigm, assuming the hypothetical deductive method, under a descriptive study of quasi-experimental type that included the application of pretest and posttest. Regarding the population, it is delimited by the students of the educational institution, considering as key informants: 20 students of grade 501, such sample was selected at convenience. The techniques implemented were: interview and observation with instruments such as: the semi-structured interview script and field notes, respectively, as well as the quantitative support of the objective test technique. For the analysis of the information, the following methods were used: qualitative through the saturation of information and quantitative with statistical analysis. The results show that initially the students maintained an average score of 46.53 points on the applied test, this data shows that the students have a score of less than 50 points out of a total of 100. After the intervention, the score of the applied test is 59 points, which implies a substantial progress of the students, indicating that although the level of reading comprehension is low, it has significant improvements after the application of the didactic strategy mediated through the OVA. After presenting the didactic activities mediated through the OVA, the students acquire greater skills to solve the questions provided, they understood the contents and were able to respond adequately. In conclusion, it can be seen that the application of OVA with activities aimed at improving reading comprehension under the syntactic, pragmatic and semantic components, had an effective impact on the acquisition and improvement of certain skills that students failed to process at first. When considering the effects of the application of OVA-mediated strategies, it is considered that students maintain greater deficiencies in the syntactic component, which implies the need to set didactic strategies for the recognition of paragraphs, sentences, in addition to the various elements that allow establishing a logical sense of the texts such as connectors, articles, gender and number, among others.
Fortalecimiento de los Procesos de Enseñanza y Aprendizaje de las TIC, Dirigida a los Alumnos de Grado 11° de la Institución Educativa Departamental Técnica de Cabrera (IEDT Cabrera).
(Universidad Santo Tomás, 2023-12-16) Gutierrez Machado, Julio Felipe; Romero Gómez, Mario Alexander; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000981010; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002051121; https://orcid.org/0000-0003-4361-7556
ICT teaching and learning processes are important because they promote the acquisition of digital skills necessary in today's world. In addition, they facilitate access to information, encourage creativity and improve collaboration between students. ICTs within the revolution that globalization and technology have brought, regain importance, due to a new educational context and particularly in the technical departmental educational institution of Cabrera (IEDT Cabrera), which evidences shortcomings in learning against to technology, with the understanding that many of its 11th grade students do not have knowledge of tools and applications that make their study method more didactic and practical, such as the elaboration of mental and conceptual maps and infographics, via online . For the development of the research, we worked under the qualitative method and methodological approach, which are configured through the necessary and sufficient data collection techniques, in the form of questions, such as surveys, in attention to the fact that, in the field of education, the qualitative method has become a fundamental tool for understanding educational processes and improving teaching practices. Relevantly, the results here suggest that new technologies allow the development of some skills and abilities that are difficult to achieve with only a chair in the classroom, without the use of essential tools such as computers. Specifically, those skills that allow searching, selecting, organizing and managing new information. That said, the contents that must be handled to be in accordance with the minimum elements of computer science in the implementation of ICT, must allow students to lead, promote and develop skills. ICT learning cannot be put into practice in a comprehensive way, if the institutions do not have the necessary computer and network structures, but you cannot wait to have all the equipment and the best possible conditions to start, but if it is It is necessary to have the basic technical elements to use an Internet connection in the classroom. Students are clearly interested in the use of new technologies, as a subject that motivates and interests them.
Herramientas TIC en la docencia rural
(Universidad Santo Tomás, 2023-07-03) Ariza Altamar, Angela Milena; Murcia Arregocés, María Victoria; Universidad Santo Tomás
The teaching and learning strategy implemented in the pedagogical work of rural education involves innovative approaches that aim for active and motivating student participation. Many rural teachers are unfamiliar with the resources of information and communication technologies (ICT) that are part of our daily lives, which requires training so that they can implement didactic sequences using digital tools within their teaching practice.
Articulación de actividades de enseñanza a través del programa Excel, como estrategia para mejorar las habilidades de lectura e interpretación de graficas estadísticas comunes en estudiantes de grado octavo de la Institución Educativa Genaro León
(Universidad Santo Tomás, 2023-06-30) Charfuelan Oliva, Leonel Alexander; Montoya Sotelo, Diego; Santos Moreno, Jorge Eduardo; Universidad Santo Tomás
The aim of this research work is to develop a teaching activity articulation strategy between mathematics and technology and computer science subjects, to improve the ability to interpret information in frequency tables and common statistical graphics among eighth-grade students of the Genaro León Educational Institution. This project makes use of the descriptive method, applying qualitative and quantitative techniques, using an inductive method, which allows starting from the observation of particular phenomena or situations and framing the research problem towards the general. Four phases were established for the investigative process. Firstly, the diagnostic phase, in which the problem was contextualized, defining and concretizing the idea. Then, a phase of theoretical foundation preparation, followed by the methodological design phase where the sample selection and instrument elaboration are carried out. Finally, the phase of analysis and interpretation of the information, where data is collected and analyzed, resulting in a high percentage of low reading and interpretation of frequency tables and statistical graphics in the mathematics area by eighth-grade students. As a solution to the problem raised, a teaching activity articulation strategy is implemented between the mathematics and technology and computer science areas. For this, a series of exercises on reading and interpretation of statistical data is developed in the computer classroom, obtaining a good reception towards teaching statistics through a teaching activity articulation strategy based on the use of Excel. As a result, a positive response is found in the statistics teaching process, which means that the proposed teaching activity articulation strategy allows students to access and use technological tools that facilitate the reading and interpretation of information in frequency tables and trend statistical graphics.
Uso del recurso Tecnológico “Realidad Aumentada” Para la Enseñanza del Concepto de Pilas en Aprendices de Programación Básica.
(2022-08-16) Vásquez Bermúdez, María del Pilar; Montoya Sotelo, Diego; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000003799
The augmented reality articulated with the Scratch tool allows to understand in a clear, simple, and innovative way in the teaching-learning transformation, in addition to motivate students to acquire knowledge. This proposal presents the design based on augmented reality with Scratch, for first semester students the bachelor’s in Computer Science. Technologies at the Autonomous University Aguascalientes (Mexico). Corresponds the observation academic results and lack of understanding in the students manifested by the teacher in charge of teaching the subject "Programming Logic", specifically in the concept "stacks". This proposal seeks to reinforce the understanding of the subject by using didactic tools, to motivate students in their learning. The research was of indirect observation because is based on the observations, interview with teacher responsible for the subject. The result of augmented reality and Scratch as a didactic support improve the teaching-learning process in any subject, using this type of emerging technologies as a support to achieve the development of thinking and problem-solving skills, in addition to arousing interest in the dynamic and interactive way of learning.
La Pedagogía Por Proyectos a través de Ambientes Virtuales de Aprendizaje en Google Classroom para Mitigar la Deserción Escolar.
(2022-02-02) Chisco Infante, Yuber Alejandro; Gomez Romero, Mario Alexander
This research aims to strengthen project-based pedagogy, through virtual learning environments in Google Classroom to mitigate school dropout in the third grade of the Departmental Educational Institution Instituto Técnico Comercial José de San Martin Camilo Torres in the municipality of Tabio, Cundinamarca. To achieve this, previous studies on the problem of school dropout are reviewed to show evidence supporting the need for an impact. At the same time, a diagnosis is made of the immediate context in the institution, where teachers are the ones who provide accurate data from their experience in teaching work, in order to generate a proposal according to needs. This research is a commitment to the evolution of education as a fundamental factor for society, so that it can be transformed in line with the demands of the time.
Descripción del uso de las herramientas LMS en el aula, por parte de los docentes de la escuela de enfermería de la fundación universitaria juan n corpa: percepciones, relaciones y diseños de entornos de aprendizaje
(2021-08-25) Orozco Altamar, Mauro Stefan; Murcia Arregocés, María Victoria; Martín Perico, Juana Yadira
Technological resources constitute a significant support in the development of university professorships and even more so in these times where TIC-mediated presence is a necessity. The objective of this study was to identify if there are any limitations in the use of LMS resources by teachers of the nursing school of the Corporación Universitaria Juan N. Corpas.The information was collected through a questionnaire validated by experts, applied to 17 teachers. The research is descriptive with a case study method. The general results made it possible to identify some of the difficulties that teachers have in interacting with LMS technological tools when using them as support for the development of their classes.

Examinar

Envíos recientes