El uso de la Tecnología de la Información en el proceso educativo durante la ley marcial
Palabras clave:
Habilidad profesional, parte cognitiva, parte motivacional, desarrollo emocional
Resumen
El objetivo del artículo fue evaluar la eficacia del apoyo emocional en la introducción de la tecnología de la información en las instituciones de educación superior durante la ley marcial. Se utilizaron los siguientes métodos: teórico general; ensayo, análisis de productos de actividad, experimento formativo, métodos estadísticos. Los componentes motivacionales, cognitivos, de actividad y reflexivos de la competencia profesional fueron identificados en el curso del análisis teórico. Se registraron los indicadores medios de dominio de los componentes cognitivo, de actividad y reflexivo de la competencia profesional de los estudiantes durante la ley marcial. El componente motivacional fue el menos desarrollado. El impacto experimental es efectivo para el desarrollo de los componentes motivacionales y cognitivos, pero requiere mayor aclaración en el desarrollo de los componentes de actividad y reflexivos. La importancia de los cambios se confirma mediante la verificación estadística de los datos. Las perspectivas de investigación sobre el problema implican ampliar el número y la duración de la investigación sobre el uso de la tecnología de la información educativa durante la ley marcial.
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Citas
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Tull, S., Dabner, N., & Ayebi-Arthur, K. (2017). Social media and e-learning in response to seismic events: Resilient practices. Journal of Open, Flexible, and Distance Learning, 21(1), 63-76. Retrieved from DOIG. https://www.learntechlib.org/p/180237/
Vázquez-Cano, E., Parra-González, M. E., Segura-Robles, A., & López-Meneses, E. (2022). The negative effects of technology on education: a bibliometric and topic modeling mapping analysis (2008-2019). International Journal of Instruction, 15(2), 37-60. https://doi.org/10.29333/iji.2022.1523a
Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in the flipped classroom. Computers in Human Behavior, 70, 251-260. https://doi.org/10.1016/j.chb.2016.12.085
Zinchenko, O. V., Sherudylo, A. V., Zhuravel, A. V., Mozul, I. V., & Ihnatenko, O. V. (2022). Psychological conditions for the effectiveness of distance education. Revista de Investigación Apuntes Universitarios, 12(2), 198-224: https://doi.org/10.17162/au.v12i2.1046
Alhumaid, K. (2019). Four Ways Technology Has Negatively Changed Education. Journal of Educational and Social Research, 9(4), 10-20. DOIG: https://doi.org/10.2478/jesr-2019-0049
Blanchard, M. R., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). Investigating technology-enhanced teacher professional development in rural, high-poverty middle schools. Educational Researcher, 45(3), 207-220. DOIG: https://doi.org/10.3102/0013189X16644602
Cabero-Almenara, J., & Barroso-Osuna, J. (2016). The educational possibilities of Augmented Reality. Journal of New Approaches in Educational Research, 5(1), 44-50. DOIG: http://dx.doi.org/10.7821/naer.2016.1.140.
Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of Technology on Student Learning. Turkish Online Journal of Educational Technology - TOJET, 20(1), 105-113. Retrieved from DOIG: https://files.eric.ed.gov/fulltext/EJ1290791.pdf
Chornous, V. (2020). The main criteria and indicators of the formation of professional competence of students of pedagogical specialties. Current issues of the humanities, 31(4), 232-237. DOIG. https://doi.org/10.24919/2308-4863.4/31.214390
Czerniewicz, L., Trotter, H., & Haupt, G. (2019). Online Teaching in Response to Student Protests and Campus Shutdowns: Academics’ Perspective: Academics’ perspectives. International Journal of Educational Technology in Higher Education, 16(43), 1-22. DOIG. https://doi. org/10.1186/s41239-019-0170-1
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49, 5-22. https://doi.org/10.1177/0047239520934018
Fernandez-Robles, B. (2017). The use of augmented reality learning objects in university teaching of Primary Education. IJERI: International Journal of Educational Research and Innovation, 9, 90-104. Retrieved from DOIG. https://www.upo.es/revistas/index.php/IJERI/article/view/2599
Gogus, A., & Saygin Y. (2019) Privacy perception and information technology utilization of high school students. Heliyon, 5(5). https://doi.org/10.1016/j.heliyon.2019.e01614
Hanımoğlu, E. (2018) The Impact Technology Has Had on High School Education over the Years. World Journal of Education, 8(6), 96-106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1200405.pdf
Irawan, A.-W., Dwisona D., & Lestari, M. (2020). Psychological Impacts of Students on Online Learning During the Pandemic COVID-19. KONSELI: Jurnal Bimbing and an Konseling (E- Journal), 7(1). DOIG. https://doi.org/10.24042/kons.v7i1.6389
Islam, M. S., & Grönlund, Å. (2016). An international literature review of 1: 1 computing in schools. Journal of Educational Change, 17(2), 191-222. DOIG. http://doi.org/10.1007/s10833-016- 9271-y
Kilic, M., Avci, D., & Uzuncakmak, T. (2016). Internet Addiction in High School Students in Turkey and Multivariate Analyses of the Underlying Factors. Journal of Addictions Nursing, 27(1), 39-46. https://doi.org/10.1097/JAN.000000
Kucherenko, N. (2018). Distance learning as a challenge of the modern university education: Philosophic and legal dimension. Bulletin of the National University “Lviv Polytechnic”. Series: Legal Sciences, 906, 34-40. Retrieved from http://nbuv.gov.ua/UJRN/vnulpurn_2018_20_8
Lange, C., & Costley, J. (2019). The Negative Impact of Media Diversity on SelfRegulated Learning Strategies and Cognitive Load. Issues in Educational Research, 29(1), 158-179. Retrieved from https://www.researchgate.net/publication/330997762
Laskaris, D., Kalogiannakis, M., & Heretakis, E. (2017). Interactive evaluation of an elearning course within the context of blended education. International Journal of Technology Enhanced Learning, 9(4), 339-353. https://doi.org/10.1504/IJTEL.2017.087793
Lopez-Gil, M., & Bravo, C. B. (2019). Teaching in the Network Society: analysis of the digital competences of students in Education at the University of Cádiz. IJERI: International Journal of Educational Research and Innovation, 11, 83-100. Retrieved from https://publons.com/publon/27279327/
Martin, A. (2020). How to optimize online learning in the age of coronavirus (COVID-19): A 5-point guide for educators. Retrieved from DOIG. https://www.researchgate.net/publication/339944395_Ho w_to_Optimize_Online_Learning_in_the_Age_of_Coronavirus_COVID-19_A_5-Point_Guide_for_Educators
Musisi, S., & Kinyanda, E. (2020). Long-Term Impact of War, Civil War, and Persecution in Civilian Populations-Conflict and Post-Traumatic Stress in African Communities. Front Psychiatr, 25, 11-20. DOIG. https://doi: 10.3389/fpsyt.2020.00020.
Rajab, K. D. (2018). The Effectiveness and Potential of E-Learning in War Zones: An Empirical Comparison of Face-to-Face and Online Education in Saudi Arabia. IEEE Access, 6, 6783-6794. http://doi.org/10.1109/ACCESS.2018.2800164.
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14, 25. https://doi.org/10.1186/s41239-017- 0063-0
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1-19. https://doi.org/10.1111/jcal.12172
Simon, W. E., & Ngololo, E. N. (2015). Teachers' use and integration of ICT in the teaching of Life Science: A case of two urban high schools in Namibia. Namibia CPD Journal for Educators, 2(1), 51-64.
Simpson, O. (2018) Supporting students in online, open and distance learning. London: Routledge. DOIG. https://doi.org/10.4324/9780 203417003
Smulson, M. L. (Ed.). (2012). Distance learning: The psychological basis. Monograph. Kirovograd: Imex Ltd.
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150. DOIG. https://doi.org/10.1016/j.compedu.2015.11.009
Tull, S., Dabner, N., & Ayebi-Arthur, K. (2017). Social media and e-learning in response to seismic events: Resilient practices. Journal of Open, Flexible, and Distance Learning, 21(1), 63-76. Retrieved from DOIG. https://www.learntechlib.org/p/180237/
Vázquez-Cano, E., Parra-González, M. E., Segura-Robles, A., & López-Meneses, E. (2022). The negative effects of technology on education: a bibliometric and topic modeling mapping analysis (2008-2019). International Journal of Instruction, 15(2), 37-60. https://doi.org/10.29333/iji.2022.1523a
Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in the flipped classroom. Computers in Human Behavior, 70, 251-260. https://doi.org/10.1016/j.chb.2016.12.085
Zinchenko, O. V., Sherudylo, A. V., Zhuravel, A. V., Mozul, I. V., & Ihnatenko, O. V. (2022). Psychological conditions for the effectiveness of distance education. Revista de Investigación Apuntes Universitarios, 12(2), 198-224: https://doi.org/10.17162/au.v12i2.1046
Publicado
2022-09-07
Cómo citar
Patyk, R., Benyakh, N., Yakymova, O., Yefimova, A., & Danylyuk, S. (2022). El uso de la Tecnología de la Información en el proceso educativo durante la ley marcial. Revista De La Universidad Del Zulia, 13(38), 696-713. https://doi.org/10.46925//rdluz.38.38
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