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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Emilia Di Piero; Santiago Garriga Olmo; Ana Laura Marchel;

    El artículo analiza la articulación entre los niveles secundario y superior mediante una investigación cualitativa en distintas escuelas secundarias de la provincia de Buenos Aires, Argentina, durante la pandemia. Se centra en tres cuestiones: la comparación de las expectativas de estudiantes del último año de escuelas secundarias de diferente sector de gestión que, a su vez, atienden a distintos sectores sociales respecto de la continuidad de estudios en el nivel superior; la incidencia de la pandemia en el proceso de decisión sobre dicha continuidad; y las estrategias institucionales que llevan adelante las escuelas secundarias para fomentarla, vistas desde la perspectiva estudiantil. Para ello se realizaron 29 entrevistas semiestructuradas a estudiantes en el año 2021. Los hallazgos muestran que las expectativas en relación con la continuidad de los estudios variaron en relación con la clase social y el trabajo institucional, conformando circuitos diferenciados, al tiempo que, en un contexto atravesado por la pandemia, fueron reconfiguradas y mediadas por la incertidumbre. This paper aims to analyze the articulation between secondary and higher education through a qualitative study in different high schools of the province of Buenos Aires, Argentina, during the pandemic. This research focused mainly on three aspects: the comparison of the expectations of students who were in their last year of secondary school of both public and private institutions where different social classes attend; the impact of the pandemic on the decision-making process as regards their continuity in higher education and the institutional strategies developed and employed by those schools, seen through the students´ perspective. In order to carry out this study, 29 semi-structured interviews were conducted in 2021.The findings showed that expectations regarding the continuity of studies varied in relation to social class and the institutional work, creating differentiated paths. Besides, it could be observed that those expectations, where uncertainty played a prominent and significant role, were reshaped by the pandemic. Instituto de Investigaciones en Humanidades y Ciencias Sociales

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista de Sociologí...arrow_drop_down
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    Revista de Sociología de la Educación-RASE
    Article . 2024 . Peer-reviewed
    License: CC BY NC SA
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista de Sociologí...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Revista de Sociología de la Educación-RASE
      Article . 2024 . Peer-reviewed
      License: CC BY NC SA
      Data sources: Crossref
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Navarrete Valencia, Luis;

    Desde un enfoque cualitativo y exploratorio, en esta investigación se analizan las representaciones sociales que jóvenes mexicanos construyeron acerca de la habitabilidad del espacio durante la pandemia por covid-19. Los resultados revelan alteraciones en la vida cotidiana y en la forma de utilizar, de percibir y de significar los espacios urbanos y arquitectónicos. Se concluye que la pandemia, además de un problema de salud pública, es un fenómeno social y cultural que no ha sido superado por completo y que, por eso, amerita continuar con su estudio desde distintas perspectivas. From a qualitative and exploratory approach, this research analyzes the social representations that young mexicans built about the habitability of space during the covid-19 pandemic. The results reveal alterations in daily life and in the way of using, perceiving and giving meaning to urban and architectural spaces. It is concluded that the pandemic, in addition to being a public health problem, is a social and cultural phenomenon that has not been fully overcome and, therefore, deserves to continue its study from different perspectives. Facultad de Periodismo y Comunicación Social

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Argentina de...arrow_drop_down
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    Revista Argentina de Estudios de Juventud
    Article . 2024 . Peer-reviewed
    License: CC BY NC SA
    Data sources: Crossref
    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Argentina de...arrow_drop_down
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      Revista Argentina de Estudios de Juventud
      Article . 2024 . Peer-reviewed
      License: CC BY NC SA
      Data sources: Crossref
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Bracco, Jessica; Ciaschi, Matías Omar; Gasparini, Leonardo Carlos; Marchionni, Mariana; +1 Authors

    The shock of the COVID-19 pandemic affected the human capital formation of children and youths. As a consequence of this disruption, the pandemic is likely to imply permanent lower levels of human capital. This paper provides new evidence on the impact of COVID-19 and school closures on education in Latin America by exploiting harmonized microdata from a large set of national household surveys carried out in 2020, during the pandemic. In addition, the paper uses microsimulations to assess the potential effect of changes in human capital due to the COVID-19 crisis on future income distributions. The findings show that the pandemic is likely to have significant long-run consequences in terms of incomes and poverty if strong compensatory measures are not taken soon. Centro de Estudios Distributivos, Laborales y Sociales

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Servicio de Difusión...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Servicio de Difusión...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Maria Cristina Kanobel;

    La investigación tuvo como objetivo proponer aportes teóricos y orientaciones metodológicas que ayuden a extender y profundizar las vinculaciones existentes entre motivación académica, estrategias de aprendizaje y rendimiento académico de estudiantes de Probabilidad y Estadística en contextos de aula extendida. Resumen de la tesis de la autora para obtener el título de Doctora en Enseñanza de las Ciencias Exactas y Naturales de la Universidad Nacional del Comahue en 2021. En "Documentos relacionados" se encuentra el link para acceder al texto completo de la tesis. Facultad de Informática

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Eduardo Rodríguez Zidán; Gustavo Bentancor Biagas; Martin Solari; Marina Melani; +1 Authors

    El sistema educativo uruguayo ante la crisis y cierre de las escuelas provocado por el COVID-19, transitó rápidamente hacia un modelo de plataformización de la educación. Este artículo examina si este proceso impactó en la brecha digital de género antes y durante la pandemia en cinco herramientas de la Plataforma Schoology que utilizaron los y las docentes de Matemática de Educación Media. Utilizando una metodología cuantitativa, no experimental del tipo descriptiva correlacional que se enfocó en la minería de datos proporcionados por CEIBAL, se analizaron los registros digitales de acceso a 4.418 cursos de Matemática de 2019 y 2020. Los resultados indican que existe una brecha digital de uso y acceso en favor de las docentes de Matemática de Educación Media. Se encontraron diferencias estadísticamente significativas en las variables Comentarios Posteados (𝜒2=12,73,𝑝=,000),Total de Acciones (𝜒2=6,64,𝑝=,010),Total Días de Ingreso y Creaciones de Contenidos, no así de la variable Total Me Gusta. La brecha a favor de las docentes se intensificó durante 2020 en el grupo de docentes que utilizan la plataforma con mayor frecuencia principalmente en las variables Total de Acciones y Comentarios Posteados (25 y 16 pp respectivamente). The Uruguayan education system, faced with the crisis and school closures caused by COVID-19, quickly moved towards a model of platformization of education. This article examines whether this process had an impact on the gender digital divide before and during the pandemic in five features of the Schoology platform used by secondary school mathematics teachers. Using a quantitative, non-experimental methodology of the descriptive correlational type that focused on data mining —data were provided by CEIBAL— digital records of access to 4,418 Mathematics courses from 2019 and 2020 were analyzed. The results indicate that there is a digital gap in use and access in favor of female teachers of Mathematics in Secondary Education. Statistically significant differences were found in the variables Posted Comments (2=12.73, p=.000), Total Actions (2=6.64, p=.010), Total Login Days and Content Creation, but not in the variable Total Likes. The gap in favor of female teachers was intensified during 2020 in the group of teachers who use the platform more frequently, mainly in the variables Total Actions and Posted Comments (25 and 16 pp respectively). Facultad de Informática

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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    Authors: Rebeca Mariel Martinenco; Rocío Belén Martín; Macarena Mariel Mari; Leticia Garcia-Romano;

    Muchas de las investigaciones acerca del uso de las tecnologías en educación pretenden tener impacto en formas de enseñar que concuerden con las habilidades requeridas en la actualidad. Por ello se propone un estudio de diseño, cuyo aporte es en doble sentido: por un lado, promueve la mejora de las prácticas y por otro, intenta aumentar el conocimiento pedagógico partiendo de la secuencia implementada. En este marco, la noción de ecologías de aprendizaje permite considerar todos los contextos en los que aprenden las personas, reconociéndolos como flexibles, dinámicos, permeables, abiertos y conectados. En este escrito se presenta una investigación de diseño creada con docentes de Física y Química de sexto año de Educación Secundaria para llevar a cabo investigaciones en esas áreas durante el aislamiento y excepcionalidad pedagógica ocurridos por la pandemia de Covid-19, en Argentina. Como categorías de análisis del diseño implementado se proponen tres dimensiones de las ecologías: actividades y recursos de aprendizaje, emociones y habilidades socioemocionales e hibridación de contextos. A modo de reflexión final se propone considerar estas experiencias en un contexto complejo para trabajar sobre la educación que se quiere a futuro. Research on the use of technologies in education does not always have a strong impact on ways of teaching that go along with the skills needed today. For this reason, a study is proposed, which contribution is in two ways: on one hand, it promotes the improvement of practices and on the other, it tries to increase pedagogical knowledge based on the sequence implemented. In this framework, the notion of learning ecologies makes it possible to consider all the contexts in which people learn, recognizing them as flexible, dynamic, permeable, open and connected. This work presents a research created with Physics and Chemistry teachers of sixth year of secondary education to carry out researches in these areas during the isolation and pedagogical exceptionality caused by the Covid-19 pandemic in Argentina. As categories of analysis of the implemented design, three dimensions of the ecologies are proposed: activities and learning resources, emotions and socio-emotional skills, and hybridization of contexts. As a final reflection, it is proposed to consider these experiences in a complex context to work on the education that is wanted in the future. Facultad de Informática

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Hernandez Heder Ticlia Murga; Gladis Aide Rodriguez Castro; Juan Gerardo Siccha Zavaleta;

    El confinamiento social causado por la pandemia covid-19 perjudicó directamente a los sistemas educativos, sobre todo a las instituciones educativas, estudiantes y docentes, y provocó una aceleración en los planes de educación en línea. Por ello, esta investigación tuvo como propósito describir el efecto de las tecnologías de la información y la comunicación (TIC) en la educación durante el periodo de aislamiento social producto de la pandemia de covid-19 a través de una revisión sistemática utilizando metodológicamente los principios de la declaración PRISMA. Los resultados de la búsqueda y aplicación de los criterios de inclusión y exclusión permitieron reconocer 30 trabajos que fueron analizados desde una perspectiva cuantitativa. El uso de las TIC durante la pandemia resaltó una brecha digital que impide el aprovechamiento al máximo de estas herramientas digitales, la cual afecta no solo a estudiantes, sino también a docentes y es producto de diversos factores. Además, los docentes y estudiantes aceptan la presencia del mundo digital en su formación educativa, ya que consideran que tienen el derecho a ser educados aprovechando los avances tecnológicos que se vienen desarrollando, pero también deben aprender a ser conscientes de los abusos y los aspectos negativos que las TIC conllevan. The social confinement caused by the covid-19 pandemic directly harmed educational systems, especially educational institutions, students and teachers, and caused an acceleration in online education plans. Therefore, this research aimed to describe the effect of information and communication technologies (ICT) on education during the period of social isolation resulting from the covid-19 pandemic through a systematic review methodologically using the principles of the PRISMA statement. The results of the search and application of the inclusion and exclusion criteria allowed us to identify 30 papers that were analyzed from a quantitative perspective. The use of ICTs during the pandemic highlighted a digital divide that prevents the maximum use of these digital tools, which affects not only students but also teachers and is the result of various factors. In addition, teachers and students accept the presence of the digital world in their educational training, since they consider that they have the right to be educated by taking advantage of the technological advances that are being developed, but they must also learn to be aware of the abuses and negative aspects that ICTs entail. Facultad de Informática

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ TE & ET : Revista Ib...arrow_drop_down
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ TE & ET : Revista Ib...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Marcela Bertoglio Salazar; María Soledad Robinson Seisdedos;

    La experiencia que surgió en educación superior a partir de las restricciones sanitarias aplicadas por el Covid-19, permitió observar los efectos de la incorporación obligada de herramientas digitales en el proceso de enseñanza aprendizaje, lo que puso de manifiesto las competencias requeridas para hacerles frente. El presente artículo da cuenta de un estudio de casos múltiple realizado con estudiantes de cuarto año de la carrera de Educación Infantil pertenecientes a dos universidades chilenas, cuyo propósito se orientó en indagar acerca de las competencias que se ponen en ejercicio durante el trabajo de tesis guiado de manera virtual durante el curso de la pandemia. Los procedimientos de recogida de información utilizados fueron preguntas de autoevaluación, entrevistas semiestructuradas y grupo focal aplicados a las participantes del estudio. Los resultados dan cuenta de la relevancia que las estudiantes otorgan en un contexto de trabajo remoto a la gestión del tiempo, la flexibilidad y empatía al interior del grupo de trabajo y las estrategias que se utilizan para afrontar problemas. Estos resultados permiten discutir acerca del rol que ocupan las competencias genéricas en la formación de futuras educadoras/es, con el fin de avanzar en el fortalecimiento de ellas durante la formación de pregrado. The experience that arose in higher education from the sanitary restrictions applied by Covid-19, allowed us to observe the effects of the forced incorporation of digital tools in the teaching-learning process, which revealed the skills required to deal with them. This article gives an account of a multiple case study carried out with fourth-year students of the Early Childhood Education career belonging to two Chilean universities, whose purpose was oriented to inquire about the competences that are put into practice during the guided thesis work. virtually during the course of the pandemic. The information collection procedures used were self-assessment questions, semi-structured interviews and focus groups applied to the study participants. The results show the relevance that the students give in a remote work context to time management, flexibility and empathy within the work group and the strategies used to deal with problems. These results allow us to discuss the role played by generic competencies in the training of future educators, in order to advance in strengthening them during undergraduate training. Especialización en Docencia Universitaria

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
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    Trayectorias Universitarias
    Article . 2023 . Peer-reviewed
    License: CC BY NC SA
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
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      Trayectorias Universitarias
      Article . 2023 . Peer-reviewed
      License: CC BY NC SA
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Soledad Vercellino;

    El presente artículo analiza algunas derivaciones que producen los procesos de democratización de la universidad hacia/en la propia universidad. A partir de nuestras investigaciones, pero también de los procesos reflexivos que surgen del trabajo en instancias de gestión institucional, identificaremos dos grandes acontecimientos democratizadores: aquellos producidos a partir de la universalización de la cobertura de la Educación Superior a partir de la vuelta a la democracia y, más recientes, los que acontecieron a partir del incremento de nuevos inscriptos y egresados en el marco de la Pandemia por COVID 19. Conjeturaremos que estos procesos de democratización han puesto a la universidad en procesos críticos de transición y de interpelación, de los que daremos cuenta a partir del análisis de la literatura en la materia, la explotación de estadísticas educativas y el análisis de normativas. This article analyzes some derivations that produce the processes of democratization of the university towards/in the university itself. Based on our research, but also on the reflective processes that arise from work in institutional management instances, we will identify two great democratizing events: those produced from the universalization of Higher Education coverage following the return to democracy and, more recently, those that occurred due to the increase in new enrollments and graduates within the framework of the COVID 19 Pandemic. We will conjecture that these democratization processes have put the university in critical processes of transition and interpellation, which we will account for based on the analysis of the literature on the subject, the exploitation of Educational Statistics And The Analysis Of Regulations. Dossier: Prácticas democratizadoras en la Universidad. Experiencias en contextos de transformación. Especialización en Docencia Universitaria

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    Trayectorias Universitarias
    Article . 2023 . Peer-reviewed
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Trayectorias Universitarias
      Article . 2023 . Peer-reviewed
      License: CC BY NC SA
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Maximiliano Fava; Julieta Alcoba; Jesica Montenegro;

    Este artículo propone un diálogo entre resultados de una investigación en proceso de finalización y un conjunto de observaciones y reflexiones pedagógicas nacidas de lo vivenciado en el marco de la virtualización forzosa de la enseñanza producto de la pandemia de COVID-19. Los resultados de investigación que compartimos refieren a la experiencia estudiantil de recursar en los primeros años de la universidad. Esta pesquisa se desplegó a partir de un diseño metodológico cualitativo, descriptivo y analítico, con un nivel de anclaje microsocial, y combinó una variedad de estrategias metodológicas con preeminencia de enfoques cualitativos. Lo experimentado en el marco de la pandemia en nuestro rol docente y de asesoramiento pedagógico, permite realizar una relectura de los resultados y delinear desde la reflexión pedagógica caminos diversos para la transformación de nuestras prácticas en la universidad. This article proposes a dialogue between the results of an investigation in process and a set of observations and pedagogical reflections of the enforced virtualization of teaching during the COVID-19 pandemic. The results we share refer to the student experience of repeating a course during the first years of the university. This research was developed from a qualitative, descriptive and analytical methodological design, from a microsocial point of view combined with a variety of methodological strategies and a preeminence of qualitative approaches. Teaching experiences and the pedagogical advisory role in the context of the pandemic allows us to re-read the results and outline various paths for the transformation of our practices at the university. Especialización en Docencia Universitaria

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    Trayectorias Universitarias
    Article . 2023 . Peer-reviewed
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Emilia Di Piero; Santiago Garriga Olmo; Ana Laura Marchel;

    El artículo analiza la articulación entre los niveles secundario y superior mediante una investigación cualitativa en distintas escuelas secundarias de la provincia de Buenos Aires, Argentina, durante la pandemia. Se centra en tres cuestiones: la comparación de las expectativas de estudiantes del último año de escuelas secundarias de diferente sector de gestión que, a su vez, atienden a distintos sectores sociales respecto de la continuidad de estudios en el nivel superior; la incidencia de la pandemia en el proceso de decisión sobre dicha continuidad; y las estrategias institucionales que llevan adelante las escuelas secundarias para fomentarla, vistas desde la perspectiva estudiantil. Para ello se realizaron 29 entrevistas semiestructuradas a estudiantes en el año 2021. Los hallazgos muestran que las expectativas en relación con la continuidad de los estudios variaron en relación con la clase social y el trabajo institucional, conformando circuitos diferenciados, al tiempo que, en un contexto atravesado por la pandemia, fueron reconfiguradas y mediadas por la incertidumbre. This paper aims to analyze the articulation between secondary and higher education through a qualitative study in different high schools of the province of Buenos Aires, Argentina, during the pandemic. This research focused mainly on three aspects: the comparison of the expectations of students who were in their last year of secondary school of both public and private institutions where different social classes attend; the impact of the pandemic on the decision-making process as regards their continuity in higher education and the institutional strategies developed and employed by those schools, seen through the students´ perspective. In order to carry out this study, 29 semi-structured interviews were conducted in 2021.The findings showed that expectations regarding the continuity of studies varied in relation to social class and the institutional work, creating differentiated paths. Besides, it could be observed that those expectations, where uncertainty played a prominent and significant role, were reshaped by the pandemic. Instituto de Investigaciones en Humanidades y Ciencias Sociales

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista de Sociologí...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Revista de Sociología de la Educación-RASE
    Article . 2024 . Peer-reviewed
    License: CC BY NC SA
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista de Sociologí...arrow_drop_down
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      Revista de Sociología de la Educación-RASE
      Article . 2024 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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    Authors: Navarrete Valencia, Luis;

    Desde un enfoque cualitativo y exploratorio, en esta investigación se analizan las representaciones sociales que jóvenes mexicanos construyeron acerca de la habitabilidad del espacio durante la pandemia por covid-19. Los resultados revelan alteraciones en la vida cotidiana y en la forma de utilizar, de percibir y de significar los espacios urbanos y arquitectónicos. Se concluye que la pandemia, además de un problema de salud pública, es un fenómeno social y cultural que no ha sido superado por completo y que, por eso, amerita continuar con su estudio desde distintas perspectivas. From a qualitative and exploratory approach, this research analyzes the social representations that young mexicans built about the habitability of space during the covid-19 pandemic. The results reveal alterations in daily life and in the way of using, perceiving and giving meaning to urban and architectural spaces. It is concluded that the pandemic, in addition to being a public health problem, is a social and cultural phenomenon that has not been fully overcome and, therefore, deserves to continue its study from different perspectives. Facultad de Periodismo y Comunicación Social

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Argentina de...arrow_drop_down
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    Revista Argentina de Estudios de Juventud
    Article . 2024 . Peer-reviewed
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      Revista Argentina de Estudios de Juventud
      Article . 2024 . Peer-reviewed
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    Authors: Bracco, Jessica; Ciaschi, Matías Omar; Gasparini, Leonardo Carlos; Marchionni, Mariana; +1 Authors

    The shock of the COVID-19 pandemic affected the human capital formation of children and youths. As a consequence of this disruption, the pandemic is likely to imply permanent lower levels of human capital. This paper provides new evidence on the impact of COVID-19 and school closures on education in Latin America by exploiting harmonized microdata from a large set of national household surveys carried out in 2020, during the pandemic. In addition, the paper uses microsimulations to assess the potential effect of changes in human capital due to the COVID-19 crisis on future income distributions. The findings show that the pandemic is likely to have significant long-run consequences in terms of incomes and poverty if strong compensatory measures are not taken soon. Centro de Estudios Distributivos, Laborales y Sociales

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Servicio de Difusión...arrow_drop_down
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    Authors: Maria Cristina Kanobel;

    La investigación tuvo como objetivo proponer aportes teóricos y orientaciones metodológicas que ayuden a extender y profundizar las vinculaciones existentes entre motivación académica, estrategias de aprendizaje y rendimiento académico de estudiantes de Probabilidad y Estadística en contextos de aula extendida. Resumen de la tesis de la autora para obtener el título de Doctora en Enseñanza de las Ciencias Exactas y Naturales de la Universidad Nacional del Comahue en 2021. En "Documentos relacionados" se encuentra el link para acceder al texto completo de la tesis. Facultad de Informática

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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    Authors: Eduardo Rodríguez Zidán; Gustavo Bentancor Biagas; Martin Solari; Marina Melani; +1 Authors

    El sistema educativo uruguayo ante la crisis y cierre de las escuelas provocado por el COVID-19, transitó rápidamente hacia un modelo de plataformización de la educación. Este artículo examina si este proceso impactó en la brecha digital de género antes y durante la pandemia en cinco herramientas de la Plataforma Schoology que utilizaron los y las docentes de Matemática de Educación Media. Utilizando una metodología cuantitativa, no experimental del tipo descriptiva correlacional que se enfocó en la minería de datos proporcionados por CEIBAL, se analizaron los registros digitales de acceso a 4.418 cursos de Matemática de 2019 y 2020. Los resultados indican que existe una brecha digital de uso y acceso en favor de las docentes de Matemática de Educación Media. Se encontraron diferencias estadísticamente significativas en las variables Comentarios Posteados (𝜒2=12,73,𝑝=,000),Total de Acciones (𝜒2=6,64,𝑝=,010),Total Días de Ingreso y Creaciones de Contenidos, no así de la variable Total Me Gusta. La brecha a favor de las docentes se intensificó durante 2020 en el grupo de docentes que utilizan la plataforma con mayor frecuencia principalmente en las variables Total de Acciones y Comentarios Posteados (25 y 16 pp respectivamente). The Uruguayan education system, faced with the crisis and school closures caused by COVID-19, quickly moved towards a model of platformization of education. This article examines whether this process had an impact on the gender digital divide before and during the pandemic in five features of the Schoology platform used by secondary school mathematics teachers. Using a quantitative, non-experimental methodology of the descriptive correlational type that focused on data mining —data were provided by CEIBAL— digital records of access to 4,418 Mathematics courses from 2019 and 2020 were analyzed. The results indicate that there is a digital gap in use and access in favor of female teachers of Mathematics in Secondary Education. Statistically significant differences were found in the variables Posted Comments (2=12.73, p=.000), Total Actions (2=6.64, p=.010), Total Login Days and Content Creation, but not in the variable Total Likes. The gap in favor of female teachers was intensified during 2020 in the group of teachers who use the platform more frequently, mainly in the variables Total Actions and Posted Comments (25 and 16 pp respectively). Facultad de Informática

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Revista Iberoamerica...arrow_drop_down
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    Authors: Rebeca Mariel Martinenco; Rocío Belén Martín; Macarena Mariel Mari; Leticia Garcia-Romano;

    Muchas de las investigaciones acerca del uso de las tecnologías en educación pretenden tener impacto en formas de enseñar que concuerden con las habilidades requeridas en la actualidad. Por ello se propone un estudio de diseño, cuyo aporte es en doble sentido: por un lado, promueve la mejora de las prácticas y por otro, intenta aumentar el conocimiento pedagógico partiendo de la secuencia implementada. En este marco, la noción de ecologías de aprendizaje permite considerar todos los contextos en los que aprenden las personas, reconociéndolos como flexibles, dinámicos, permeables, abiertos y conectados. En este escrito se presenta una investigación de diseño creada con docentes de Física y Química de sexto año de Educación Secundaria para llevar a cabo investigaciones en esas áreas durante el aislamiento y excepcionalidad pedagógica ocurridos por la pandemia de Covid-19, en Argentina. Como categorías de análisis del diseño implementado se proponen tres dimensiones de las ecologías: actividades y recursos de aprendizaje, emociones y habilidades socioemocionales e hibridación de contextos. A modo de reflexión final se propone considerar estas experiencias en un contexto complejo para trabajar sobre la educación que se quiere a futuro. Research on the use of technologies in education does not always have a strong impact on ways of teaching that go along with the skills needed today. For this reason, a study is proposed, which contribution is in two ways: on one hand, it promotes the improvement of practices and on the other, it tries to increase pedagogical knowledge based on the sequence implemented. In this framework, the notion of learning ecologies makes it possible to consider all the contexts in which people learn, recognizing them as flexible, dynamic, permeable, open and connected. This work presents a research created with Physics and Chemistry teachers of sixth year of secondary education to carry out researches in these areas during the isolation and pedagogical exceptionality caused by the Covid-19 pandemic in Argentina. As categories of analysis of the implemented design, three dimensions of the ecologies are proposed: activities and learning resources, emotions and socio-emotional skills, and hybridization of contexts. As a final reflection, it is proposed to consider these experiences in a complex context to work on the education that is wanted in the future. Facultad de Informática

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    Authors: Hernandez Heder Ticlia Murga; Gladis Aide Rodriguez Castro; Juan Gerardo Siccha Zavaleta;

    El confinamiento social causado por la pandemia covid-19 perjudicó directamente a los sistemas educativos, sobre todo a las instituciones educativas, estudiantes y docentes, y provocó una aceleración en los planes de educación en línea. Por ello, esta investigación tuvo como propósito describir el efecto de las tecnologías de la información y la comunicación (TIC) en la educación durante el periodo de aislamiento social producto de la pandemia de covid-19 a través de una revisión sistemática utilizando metodológicamente los principios de la declaración PRISMA. Los resultados de la búsqueda y aplicación de los criterios de inclusión y exclusión permitieron reconocer 30 trabajos que fueron analizados desde una perspectiva cuantitativa. El uso de las TIC durante la pandemia resaltó una brecha digital que impide el aprovechamiento al máximo de estas herramientas digitales, la cual afecta no solo a estudiantes, sino también a docentes y es producto de diversos factores. Además, los docentes y estudiantes aceptan la presencia del mundo digital en su formación educativa, ya que consideran que tienen el derecho a ser educados aprovechando los avances tecnológicos que se vienen desarrollando, pero también deben aprender a ser conscientes de los abusos y los aspectos negativos que las TIC conllevan. The social confinement caused by the covid-19 pandemic directly harmed educational systems, especially educational institutions, students and teachers, and caused an acceleration in online education plans. Therefore, this research aimed to describe the effect of information and communication technologies (ICT) on education during the period of social isolation resulting from the covid-19 pandemic through a systematic review methodologically using the principles of the PRISMA statement. The results of the search and application of the inclusion and exclusion criteria allowed us to identify 30 papers that were analyzed from a quantitative perspective. The use of ICTs during the pandemic highlighted a digital divide that prevents the maximum use of these digital tools, which affects not only students but also teachers and is the result of various factors. In addition, teachers and students accept the presence of the digital world in their educational training, since they consider that they have the right to be educated by taking advantage of the technological advances that are being developed, but they must also learn to be aware of the abuses and negative aspects that ICTs entail. Facultad de Informática

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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ TE & ET : Revista Ib...arrow_drop_down
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Marcela Bertoglio Salazar; María Soledad Robinson Seisdedos;

    La experiencia que surgió en educación superior a partir de las restricciones sanitarias aplicadas por el Covid-19, permitió observar los efectos de la incorporación obligada de herramientas digitales en el proceso de enseñanza aprendizaje, lo que puso de manifiesto las competencias requeridas para hacerles frente. El presente artículo da cuenta de un estudio de casos múltiple realizado con estudiantes de cuarto año de la carrera de Educación Infantil pertenecientes a dos universidades chilenas, cuyo propósito se orientó en indagar acerca de las competencias que se ponen en ejercicio durante el trabajo de tesis guiado de manera virtual durante el curso de la pandemia. Los procedimientos de recogida de información utilizados fueron preguntas de autoevaluación, entrevistas semiestructuradas y grupo focal aplicados a las participantes del estudio. Los resultados dan cuenta de la relevancia que las estudiantes otorgan en un contexto de trabajo remoto a la gestión del tiempo, la flexibilidad y empatía al interior del grupo de trabajo y las estrategias que se utilizan para afrontar problemas. Estos resultados permiten discutir acerca del rol que ocupan las competencias genéricas en la formación de futuras educadoras/es, con el fin de avanzar en el fortalecimiento de ellas durante la formación de pregrado. The experience that arose in higher education from the sanitary restrictions applied by Covid-19, allowed us to observe the effects of the forced incorporation of digital tools in the teaching-learning process, which revealed the skills required to deal with them. This article gives an account of a multiple case study carried out with fourth-year students of the Early Childhood Education career belonging to two Chilean universities, whose purpose was oriented to inquire about the competences that are put into practice during the guided thesis work. virtually during the course of the pandemic. The information collection procedures used were self-assessment questions, semi-structured interviews and focus groups applied to the study participants. The results show the relevance that the students give in a remote work context to time management, flexibility and empathy within the work group and the strategies used to deal with problems. These results allow us to discuss the role played by generic competencies in the training of future educators, in order to advance in strengthening them during undergraduate training. Especialización en Docencia Universitaria

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Trayectorias Universitarias
    Article . 2023 . Peer-reviewed
    License: CC BY NC SA
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Trayectorias Universitarias
      Article . 2023 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Soledad Vercellino;

    El presente artículo analiza algunas derivaciones que producen los procesos de democratización de la universidad hacia/en la propia universidad. A partir de nuestras investigaciones, pero también de los procesos reflexivos que surgen del trabajo en instancias de gestión institucional, identificaremos dos grandes acontecimientos democratizadores: aquellos producidos a partir de la universalización de la cobertura de la Educación Superior a partir de la vuelta a la democracia y, más recientes, los que acontecieron a partir del incremento de nuevos inscriptos y egresados en el marco de la Pandemia por COVID 19. Conjeturaremos que estos procesos de democratización han puesto a la universidad en procesos críticos de transición y de interpelación, de los que daremos cuenta a partir del análisis de la literatura en la materia, la explotación de estadísticas educativas y el análisis de normativas. This article analyzes some derivations that produce the processes of democratization of the university towards/in the university itself. Based on our research, but also on the reflective processes that arise from work in institutional management instances, we will identify two great democratizing events: those produced from the universalization of Higher Education coverage following the return to democracy and, more recently, those that occurred due to the increase in new enrollments and graduates within the framework of the COVID 19 Pandemic. We will conjecture that these democratization processes have put the university in critical processes of transition and interpellation, which we will account for based on the analysis of the literature on the subject, the exploitation of Educational Statistics And The Analysis Of Regulations. Dossier: Prácticas democratizadoras en la Universidad. Experiencias en contextos de transformación. Especialización en Docencia Universitaria

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
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    Trayectorias Universitarias
    Article . 2023 . Peer-reviewed
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      Article . 2023 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Maximiliano Fava; Julieta Alcoba; Jesica Montenegro;

    Este artículo propone un diálogo entre resultados de una investigación en proceso de finalización y un conjunto de observaciones y reflexiones pedagógicas nacidas de lo vivenciado en el marco de la virtualización forzosa de la enseñanza producto de la pandemia de COVID-19. Los resultados de investigación que compartimos refieren a la experiencia estudiantil de recursar en los primeros años de la universidad. Esta pesquisa se desplegó a partir de un diseño metodológico cualitativo, descriptivo y analítico, con un nivel de anclaje microsocial, y combinó una variedad de estrategias metodológicas con preeminencia de enfoques cualitativos. Lo experimentado en el marco de la pandemia en nuestro rol docente y de asesoramiento pedagógico, permite realizar una relectura de los resultados y delinear desde la reflexión pedagógica caminos diversos para la transformación de nuestras prácticas en la universidad. This article proposes a dialogue between the results of an investigation in process and a set of observations and pedagogical reflections of the enforced virtualization of teaching during the COVID-19 pandemic. The results we share refer to the student experience of repeating a course during the first years of the university. This research was developed from a qualitative, descriptive and analytical methodological design, from a microsocial point of view combined with a variety of methodological strategies and a preeminence of qualitative approaches. Teaching experiences and the pedagogical advisory role in the context of the pandemic allows us to re-read the results and outline various paths for the transformation of our practices at the university. Especialización en Docencia Universitaria

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Trayectorias Universitarias
    Article . 2023 . Peer-reviewed
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Trayectorias Univers...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Trayectorias Universitarias
      Article . 2023 . Peer-reviewed
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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