Actualización e innovación educativa digital para la enseñanza en el siglo XXI

Miguel Andrés Franco Bayas; Julio Ernesto Mora Arístega; Nelly Victoria  Ley Leyva; Reyes Johan Calderón Angulo

doi:10.48204/j.orbis.v8n1.a4611

Submitted January 12, 2024

Published 2024-01-15

Artículos

Vol. 8 No. 1 (8): Revista Científica Orbis Cognita

Updating and digital educational innovation for teaching in the 21st century

Miguel Andrés Franco Bayas ⁺⁻
Julio Ernesto Mora Arístega ⁺⁻
Nelly Victoria Ley Leyva ⁺⁻
Reyes Johan Calderón Angulo ⁺⁻

DOI https://doi.org/10.48204/j.orbis.v8n1.a4611

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DOI: 10.48204/j.orbis.v8n1.a4611

Published: 2024-01-15

How to Cite

Franco Bayas , M. A., Mora Arístega , J. E., Ley Leyva , N. V., & Calderón Angulo , R. J. (2024). Updating and digital educational innovation for teaching in the 21st century. Revista Científica Orbis Cógnita, 8(1), 168–188. https://doi.org/10.48204/j.orbis.v8n1.a4611

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

This article has been developed in order to respond to the need to implement an improvement of processes and procedures within the teaching of 24 beneficiaries of the Eugenio Espejo Educational’s Unit due to the impact that education has suffered because of the Covid-19 pandemic, where the way of providing classes has taken a 360-degree turn; that is, a transition from the face-to-face format to the virtual one. The objective of this research was to update the theoretical and practical knowledge of teachers of basic education and high school on issues of digital educational innovation, to strengthen the evolution of coordinated teaching, to achieve results that directly affect the quality of education and life of a social group by providing easy-to-use tools and free access for both teachers and students for the realization of synchronous and asynchronous work. From this, efforts have been made to improve the effectiveness and efficiency within the classes given by the professors to their students and to establish a more spontaneous communication. In this planning, the technological tools that were necessary for its formation and future application were identified, this was carried out prior to a dialogue.

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References

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Content Top

[1] Buzán, T. (2002). El libro de los Mapas Mentales. Buzán, T. (2002). El libro de los

[2] Mapas Mentales.

[3] Cao, C. (2019). Cómo manejar el correo spam en Gmail – Mayores Conectados.

[4] https://mayoresconectados.com.ar/gestiona-el-spam-en-gmail/

[5] Cardboard, G. (2016). 100% Unofficial Google Tips and Tricks (J. Snook (Ed.);

[6] Imagine Pu). Aaron Asadi. www.imagine-publishing.co.uk

[7] Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on

[8] the student’s perception in the classrooms response system. 2nd Joint

[9] International Conference on Digital Arts, Media and Technology 2017: Digital

[10] Economy for Sustainable Growth, ICDAMT 2017, 178–182. https://doi.org/10.1109/ICDAMT.2017.790495

[11] Fahey, S., & Moura, K. (n.d.). The Educator’s Guide to Flipgrid Version 3.0.

[12] http://blog.flipgrid.com/news/makemagic

[13] Huertas, C. (2020). Flipgrid: una herramienta para darle voz al alumnado. 1–10.

[14] https://intef.es/wp-content/uploads/2020/06/Flipgrid.pdf

[15] Neri, A., Ramos, S., & Caro, F. (2020). Herramientas google en el aprendizaje de

[16] matemática financiera en los estudiantes universitarios. TELOS: Revista de

[17] Estudios Interdisciplinarios En Ciencias Sociales, 22(2), 429–444.

[18] http://ojs.urbe.edu/index.php/telos/article/view/3267/4516

[19] Rodríguez, C., Moreno, A., Navas, M., Soler, R., & López, J. (2020). WhatsApp and

[20] Google Drive Influence on Pre-service Students’ Learning. Frontiers in

[21] Education, 1–10.

[22] https://doi.org/10.3389/feduc.2020.00152

[23] Rosero, G. (2019). Guía didáctica para el aprendizaje de computación

[24] mediante el uso de goconqr. [Universidad Tecnológica Israel].

[25] http://repositorio.uisrael.edu.ec/bitstream/47000/2327/1/UISRAEL-EC-MASTER-EDUC-378.242-2019-058.pdf

[26] Shaharanee, I., Mohd, N., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a

[27] tool for active learning. AIP Conference Proceedings, 1761, 020069.

[28] https://doi.org/10.1063/1.4960909

[29] Ventajas y desventajas – Formulario Google. (n.d.).

[30] https://sites.google.com/site/formugogle/ventajas-y-desventajas

[31] Zhang, M. (2016). Teaching with Google Classroom (R. Raman & Usha Iyer (Eds.)).

[32] Packt Publishing. http://ebook3000.com/Teaching-with-Google- Classroom_396275.html

[33] Zhao, F. (2019). Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting

[34] Classroom. International Journal of Higher Education, 8(1).

[35] https://doi.org/10.5430/ijhe.v8n1p37

[36] Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an Out-of-Class

[37] Collaborative Writing Activity. International Journal of Teaching and Learning

[38] in Higher Education, 24(3), 359–375. http://www.isetl.org/ijtlhe/

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