Identificar la adaptación cultural comunicativa digital en la educación superior
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Publicado:
Jul 20, 2023
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Tecnologías de la Información y de la Comunicación (TIC), investigación, proceso, formación, interculturalidad, pedagogía.
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Introducción: el uso de las tecnologías de la información y de la comunicación (TIC) como herramientas que han permitido desarrollar el proceso de enseñanza aprendizaje en la educación, facilitando tanto al docente como al alumnado un camino real para todas las formas de información, comunicación electrónica o no electrónica instantánea, automatización de procesos y almacenamiento de una variedad de datos. Debido a la importancia de que estas tecnologías se utilicen de manera efectiva en el aula, el maestro juega un papel crucial en su conocimiento y uso. Sin embargo, los docentes de hoy son ineficaces en su comprensión de los beneficios potenciales del uso de las TIC en los procesos de formación de los estudiantes, lo que se evidencia en la calidad educativa. Objetivo: impulsar un cambio en la mentalidad, crear espacios colaborativos y abrir nuevas posibilidades para cambiar el carácter de la escuela hacia una educación más digitalizada. Conclusiones: el proceso educativo de los estudiantes mediante el análisis de las tecnologías de la información y la comunicación, como un método de investigación interdisciplinario con un enfoque multicultural, fortalece el proceso de enseñanza aprendizaje.
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Moyano Tapia, A. L., & Castañeda Ortiz, D. T. (2023). Identificar la adaptación cultural comunicativa digital en la educación superior. ConcienciaDigital, 6(3), 86-101. https://doi.org/10.33262/concienciadigital.v6i3.2624
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Aguinis, H., Ramani, R. S., Alabduljader, N., Bailey, J. R., & Lee, J. (2019). A pluralist conceptualization of scholarly impact in management education: Students as stakeholders. Academy of Management Learning & Education, 18(1), 11–42. https://www.researchgate.net/publication/326797903_A_Pluralist_Conceptualization_of_Scholarly_Impact_in_Management_Education_Students_as_Stakeholders
Beynaghi, A., Trencher, G., Moztarzadeh, F., Mozafari, M., Maknoon, R., & Leal Filho, W. (2016). Future sustainability scenarios for universities: Moving beyond the United Nations Decade of Education for Sustainable Development. Journal of Cleaner Production, 112, 3464–3478. https://www.sciencedirect.com/science/article/abs/pii/S0959652615015899
Brudermann, T., Aschemann, R., Füllsack, M., & Posch, A. (2019). Education for Sustainable Development 4.0: Lessons learned from the University of Graz, Austria. Sustainability, 11(8), 2347. https://www.mdpi.com/2071-1050/11/8/2347
Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitization of higher education. International Journal of Educational Technology in Higher Education. 22. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-0109-y
Cebrián, G. (2017). A collaborative action research project towards embedding ESD within the higher education curriculum. International Journal of Sustainability in Higher Education, 18(6), 857–876. https://www.researchgate.net/publication/318514978_A_collaborative_action_research_project_towards_embedding_ESD_within_the_higher_education_curriculum
Daniel, B. K. (2019). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology, 50(1), 101–113. https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.12595
Emery, S., Davis, J. M., Sageidet, B. M., Hirst, N., Boyd, D., & Browder, J. K. (2017). Transnational dialogues for sustainability research in early childhood education: A model for building capacity for ESD in universities? In Handbook of Theory and Practice of Sustainable Development in Higher Education (pp. 143–156). Springer, Cham. https://www.researchgate.net/publication/312790105_Transnational_Dialogues_for_Sustainability_Research_in_Early_Childhood_Education_A_Model_for_Building_Capacity_for_ESD_in_Universities
Gibson, C. C., Ostrom, E., & Ahn, T. K. (2000). The concept of scale and the human dimensions of global change: a survey. Ecological economics, 32(2), 217-239. https://www.sciencedirect.com/science/article/abs/pii/S0921800999000920
Jabbour, C. J. C., de Sousa Jabbour, A. B. L., Sarkis, J., & Godinho Filho, M. (2017). Unlocking the circular economy through new business models based on large-scale data: An integrative framework and research agenda. Technological Forecasting and Social Change. https://www.sciencedirect.com/science/article/abs/pii/S0040162517308363
Jirgensons, M., & Kapenieks, J. (2018). Blockchain and the future of digital learning credential assessment and management. Journal of Teacher Education for Sustainability, 20(1), 145–156. https://sciendo.com/article/10.2478/jtes-2018-0009
Kesim, M., & Altınpulluk, H. (2015). A theoretical analysis of MOOC types from a perspective of learning theories. Procedia-Social and Behavioural Sciences, 186, 15–19. https://www.researchgate.net/publication/346569719_A_Theoretical_Analysis_of_Moocs_Types_from_a_Perspective_of_Learning_Theories
Leicht, A., Heiss, J., & Byun, W. J. (2018). Issues and trends in Education for Sustainable Development (Vol. 5). UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000261954
Lockton, D., Harrison, D., & Stanton, N. A. (2016). Design for sustainable behaviour: Investigating design methods for influencing user behavior. Annual Review of Policy Design, 4(1), 1–10. https://www.researchgate.net/publication/26887990_The_Design_with_Intent_Method_A_design_tool_for_influencing_user_behaviour
Raja, D. S. (2016). Bridging the disability divide through digital technologies. Background paper for the World Development report. https://pubdocs.worldbank.org/en/123481461249337484/WDR16-BP-Bridging-the-Disability-Divide-through-Digital-Technology-RAJA.pdf
Robertson, R. (1995). Glocalization: Time-Space and homogeneity/heterogeneity. In M. Featherstone & R. Robertson (Eds.), Global modernity’s (pp. 25–44), London: Sage Publications. https://warwick.ac.uk/fac/arts/history/students/modules/hi31v/syllabus/week18/robertson-1995.pdf
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In Computer-supported collaborative learning (pp. 69–97). Springer, Berlin, Heidelberg. https://www.researchgate.net/publication/243778765_The_Construction_of_Shared_Knowledge_in_Collaborative_Problem_Solving
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands, and heart. International Journal of Sustainability in Higher Education, 9(1), 68–86. doi:10.1108/14676370810842193 https://www.emerald.com/insight/content/doi/10.1108/14676370810842193/full/html
Spillane, J. P., Seelig, J. L., Blaushild, N. L., Cohen, D. K., & Peurach, D. J. (2019). Educational system building in a changing educational sector: Environment, organization, and the technical core. Educational Policy, 33(6), 846–881. https://files.eric.ed.gov/fulltext/ED599188.pdf
Uday, K., Parida, A., Karim, R., Söderholm, P., & Candell, O. (2009). Development of ICT‐based maintenance support services. Journal of Quality in Maintenance Engineering. https://www.researchgate.net/publication/235280691_Development_of_ICT-based_maintenance_support_services
Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198. https://www.researchgate.net/publication/258157776_Learning_for_a_Change