Incidencia del uso de las TIC en las prácticas pedagógicas del área de matemáticas, frente a los resultados en el proceso de evaluación, en el grado undécimo, de la Institución Educativa Carlos Ramírez París, Cúcuta
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2021
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
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Este proyecto aborda la necesidad de garantizar el acceso, uso y apropiación crítica de las Nuevas Tecnologías de la Información y la Comunicación como una herramientas para el fortalecimiento del aprendizaje.
Podemos observar que, en gran parte de las instituciones educativas del país, se ha logrado adaptar a las herramientas tecnológicas, en especial en este escenario de emergencia sanitaria, originada por la pandemia del Covi-19 lo cual ha generado transformaciones en los procesos pedagógicos.
Por ello (Ana López Hernández, 2007) Según el estudio “El desarrollo de competencias docentes en la formación del profesorado” muestra como los docentes deben abarcar una amplia gama de saberes tecnológicos, para buscar la aplicabilidad en las aulas de clases; esto con el fin de poner en práctica los saberes y potenciar las habilidades de los estudiantes desde la fase primaria hasta su desarrollo profesional.
Sin embargo y en medio de estas dificultades sanitarias que desnudó la falta de apropiación por parte de docentes e instituciones educativas, es bastante notorio, como el nivel académico de muchos jóvenes en el país, y en especial en la ciudad de Cúcuta, está decayendo, ante el no óptimo nivel de apropiación de las TIC en los escenarios de formación académica y las prácticas pedagógicas, dejando de aprovechar los mecanismos y herramientas que la época contemporánea ofrece a los educandos.
Ahora bien, se puede observar como muchos docentes en la actualidad continúan desarrollando sus prácticas pedagógicas de manera tradicional, sin tener en cuenta las sugerencias y recomendaciones hechas por la UNESCO, de utilizar las nuevas tecnologías de manera que puedan humanizarse y permitir a su vez maximizar las capacidades de los jóvenes en los procesos educativos, lo cual ayudaría al mejoramiento de la práctica pedagógica, procesos de aprendizaje y fortalecimiento de los resultados en los procesos de evaluación.
Es así cómo podemos observar en las instituciones del departamento Norte de Santander y más aún dentro de las instituciones educativas de la ciudad de Cúcuta que, aunque se cuenta con múltiples herramientas tecnológicas, como tablets, computadores, proyectores, tableros interactivos y otras herramientas para el desarrollo de la práctica pedagógica, se siguen desarrollando procesos académicos de forma tradicional
This project addresses the need to guarantee access, use and critical appropriation of New Information and Communication Technologies as a tool for strengthening learning. We can observe that, in a large part of the educational institutions of the country, it has been possible to adapt to technological tools, especially in this health emergency scenario, caused by the Covi-19 pandemic, which has generated transformations in pedagogical processes. For this reason (Ana López Hernández, 2007) According to the study "The development of teaching competencies in teacher training" shows how teachers must cover a wide range of technological knowledge, to seek applicability in classrooms; this in order to put knowledge into practice and enhance the abilities of students from the primary phase to their professional development. However, in the midst of these health difficulties that revealed the lack of appropriation by teachers and educational institutions, it is quite noticeable, how the academic level of many young people in the country, and especially in the city of Cúcuta, is declining, Faced with the non-optimal level of appropriation of ICT in academic training scenarios and pedagogical practices, failing to take advantage of the mechanisms and tools that contemporary times offer to students. Now, it can be observed how many teachers today continue to develop their pedagogical practices in a traditional way, without taking into account the suggestions and recommendations made by UNESCO, to use new technologies in such a way that they can be humanized and allow, in turn, to maximize the capacities of young people in educational processes, which would help to improve pedagogical practice, learning processes and strengthen the results in the evaluation processes. This is how we can observe in the institutions of the Norte de Santander department and even more so within the educational institutions of the city of Cúcuta that, although there are multiple technological tools, such as tablets, computers, projectors, interactive boards and other tools for the development of pedagogical practice, academic processes continue to be developed in a traditional way.
This project addresses the need to guarantee access, use and critical appropriation of New Information and Communication Technologies as a tool for strengthening learning. We can observe that, in a large part of the educational institutions of the country, it has been possible to adapt to technological tools, especially in this health emergency scenario, caused by the Covi-19 pandemic, which has generated transformations in pedagogical processes. For this reason (Ana López Hernández, 2007) According to the study "The development of teaching competencies in teacher training" shows how teachers must cover a wide range of technological knowledge, to seek applicability in classrooms; this in order to put knowledge into practice and enhance the abilities of students from the primary phase to their professional development. However, in the midst of these health difficulties that revealed the lack of appropriation by teachers and educational institutions, it is quite noticeable, how the academic level of many young people in the country, and especially in the city of Cúcuta, is declining, Faced with the non-optimal level of appropriation of ICT in academic training scenarios and pedagogical practices, failing to take advantage of the mechanisms and tools that contemporary times offer to students. Now, it can be observed how many teachers today continue to develop their pedagogical practices in a traditional way, without taking into account the suggestions and recommendations made by UNESCO, to use new technologies in such a way that they can be humanized and allow, in turn, to maximize the capacities of young people in educational processes, which would help to improve pedagogical practice, learning processes and strengthen the results in the evaluation processes. This is how we can observe in the institutions of the Norte de Santander department and even more so within the educational institutions of the city of Cúcuta that, although there are multiple technological tools, such as tablets, computers, projectors, interactive boards and other tools for the development of pedagogical practice, academic processes continue to be developed in a traditional way.
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Palabras clave
TIC, Pedagogía, Virtualidad, Apropiación, Tecnología, TIC, Pedagogy, Virtuality, Appropriation, Technology
