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EDUCATIONAL UNIT 'JANUARY TENTH'

CASE STUDY

THEME: XXXXXXXXXXXXXXXXXXX

Author

XXXXXXXXXXXXXXXXXXXX

THIRD YEAR OF BACHELOR'S 'SCIENCES'

TUTOR (A)

LCDA. NANCY HEREDIA BARRERA

SCHOOL YEAR

2021-2022
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Index

Part I................................................................................................................................................3

Delimitation of the Case Study....................................................................................................3

1.1. Introducción......................................................................................................................3

1.2. Background.......................................................................................................................4

1.3. Definition of the problem....................................................................................................5

1.4. Justification from the study....................................................................................................6

1.5. Objective of the Study..........................................................................................................6

Part II.............................................................................................................................................7

Development of the Case Study

2.1. Framework Conceptual

2.2. Framework Methodological.......................................................................................................11

2.4. Analysis of Results....................................................................................................14

Part III..........................................................................................................................................15

Conclusions and Recommendations

3.1. Conclusions

3.2. Recommendations

Part IV

References....................................................................................................................................17
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Annexes

Summary

In a constantly transforming world, where science and technology occupy a place

highlighted, the knowledge related to what has been called STEAM (acronym in

science, technology, engineering, and mathematics (STEM) require special attention.

therefore, this topic has been chosen as a case study in order to develop research that

allow to know the constant advancements, the study plans of all types of educational centers

in this digital era. This learning that has become a boom in this era, and even stronger in

these difficult moments that the world is experiencing due to the Covid-19 pandemic, this is something that continues

in study and in analysis for this reason, this study will allow to investigate and share with more people

the relationship between science and innovation in today's society, in order to apply the new

techniques that exist in the world.

Palabras claves: aprendizaje, era digital, STEAM, investigación.

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Part I

Delimitation of the Case Study

1.1. Introduction

In light of the irreversible existence of innovative information technologies and

communication (NTIC) in daily life, especially the Internet, needs to clarify the

different roles and uses that they can have in teaching, and to verify and evaluate

the primary trends in its student application. Recent educational inquiry on

the use of ICT has developed a sequence of new concepts and new approaches

what significantly changed the field of education and learning. All said

approaches share their belonging to socio-constructivist schools of thought.

These works show that ICTs allow the implementation of pedagogical principles to an advantage.

of which the student is the main actor in the creation of their knowledge, and that

one can learn better in the context of a concrete and meaningful action and, at the same time,

collective.

The adoption of new information and communication technologies (ICT) for

assisting the processes of education and learning in the sciences seems to have a high

development potential. One of the primary advantages of its implementation points to the

direction to find a way (perhaps the only one) to recapture the 'real world' and reopen it to

student inside the classroom, with extensive ways of interaction and manipulation on their part.

This does not mean, as they could have taken for granted the empirical positions of old, that

scientific understanding will arise at the perceptual level once Nature 'enters by the

"classroom window"; it is rather about imitating scientific activity by taking advantage of the output.
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that innovative technologies achieve executable representations that allow the student

change conditions, maintain control of the changing elements and manipulate the phenomenon.

1.2. Background

The history of technology in education dates back at least 2,500 years.

to better understand the role and influence of technology in teaching. One of the

the first means of formal education was oral, -the human voice- then over time, it has

increasingly used technology to facilitate or support oral communication. The plates of

slates were already used in India in the 12th century AD, and chalk slates began to be used in

schools around the 18th century. At the end of World War II, the Army of the

The United States began to use projectors for training, and their use expanded to the

classrooms, until they were replaced by electronic projectors and software

PowerPoint presentation around 1990.

Although the telephone emerged in the late 1870s, the standard telephone system was never

it became an important educational tool, not even in distance education,

due to the high cost of analog telephone calls for multiple users. However,

The audioconference has been used as a complement to other means of communication since

the 1970s. Videoconferencing, using dedicated cable systems and rooms

dedicated, has been implemented since the 1980s. The development of technology of

video compression and video servers, relatively low costs in the decade of

2000, led to the introduction of conference capture systems for recording and

streaming classes in the classroom in 2008. The seminars through the web or webinar now

they are mainly used to give conferences over the Internet.

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1.3. Definition of the problem

It can be observed that education has adopted and adapted to technologies for a

long period of time. There are some useful lessons to learn from the experiences of

past in the use of technology for education, in particular, that many of the promises

that newly emerging technologies are likely to be neither true nor new.

In addition, new technologies rarely completely replace an older technology.

antique. Generally, old technology remains in a more specialized niche, such as the

radio, or integrated as part of an enriched technological environment, like video on the Internet.

However, what distinguishes the digital age from all previous eras is the rapid pace of

development of technology and our immersion in technology-based activities in our

everyday life.

Therefore, it is fair to describe the impact of the Internet on education as a change of

paradigm, at least in terms of educational technology. It is still in the process of

absorb and apply the consequences. Therefore, now social media is strongly

associated with young people and "millennials" -in other words, many of the students of the

postsecondary school-. As a result, social media is beginning to integrate.

to formal education, and to date its main educational value has been in non-education

formal, that is, in the promotion of online communities of practice, or around the topics that

they are taught in the classroom, in the form of tweets during classes or classifying the popularity of the

instructors.
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1.4. Justificación del estudio

The analysis of this study is justified as there are many recent developments.

that integrate the ICT into the teaching of sciences because they are based on models

of collaborative learning, which makes intensive use of the communicative and interactive potential of

the new technologies, taking advantage, at the same time, of access to universal sources of

information and scientific knowledge. This potential for use is so effective so far, for

to provide an overview of the trends that prevail in research and development

educational. that will help to learn better in a concrete, meaningful way, and at the same time,

collective.

1.5. Objective of the Study

Encourage the integration of ICT for learning sciences in the use of

technologies developed and used properly, presenting materials through

multiple means and channels. At the same time, it is necessary to motivate and engage students in

meaningful learning activities; to provide graphic representations of

concepts and abstract models, under characteristics of critical thinking and other skills and

higher cognitive processes. In addition, this will enable the use of the acquired information for

solve problems and to explain the phenomena of the environment, paving the way for access to the

scientific research and based on real data.

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Part II

Development of the Case Study

2.1. Conceptual Framework

In everyday language, the term collaboration refers to any activity that two

or more individuals work together. In academic areas, however, collaboration is

understand more precisely. In scientific activity, what is common among the different

definitions of collaboration emphasize the idea of shared responsibility in

the construction of knowledge and the shared commitment of the participants. In this

In this sense, collaboration can be considered a special form of interaction.

The National Decennial Education PlanPNDE (2006-2016)seeks strengthening

of pedagogical processes through ICT; for its part, the Ministry of National Education

The MEN has national policies aimed at the use of active teaching strategies that facilitate the

autonomous, collaborative learning, to generate critical and creative thinking, through the

use of ICT (Ministry of National Education, 2006).

El Ministry of ICT (2009:34)within its functions it has as a proposal

fundamental to 'design, adopt and promote the policies, plans and programs aimed at'

increase and facilitate access for all inhabitants of the national territory to technologies

of information and communications and their benefits.

On the other hand, the "peer" program of the Ministry of National Education and the

Microsoft Corporation, and operated by the Pontifical Bolivariana University, aims to

train facilitators who enable the training of other teachers in different institutions
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educational, in the use of new information and communication technologiesMinistry of

National Education, 2001.

From this perspectiveWheel (2006:49)argues that for the past twenty years of the

arrival of the computer in education in Colombia, the current educational policies in this

The field is still focused on the issue of equipment provision and access to it.

school population. While we reflect that this continues to be a significant difficulty in the

development of technology in the educational institutions of the country.

The idea that collaboration is a basic form of human activity, essential for the

cultural development has been repeatedly highlighted by many authors throughout history.

psychology (Bruner, 1996; Mead, 1934; Tomasello, 1999; Vygotsky, 1962; Wundt, 1921).

According to this point of view, new knowledge is not so much a product of

common construction or shared understanding, but rather, the understanding that occurs

in individual minds. This new understanding can then return to the level of the

social interaction and collaborative activities. Another interpretation of Piaget's theory

emphasizes more the idea of shared knowledge construction and mutual understanding.

According to this interpretation, the shared construction of knowledge takes place

a través de la creciente habilidad del individuo de considerar las perspectivas de los

others. This skill evolves through the five stages of development that go

from the egocentric and undifferentiated social perspective of early childhood, to

a deep socio-symbolic perspective in adolescence (Selman, 1980).

Ramírez (2010:38)for their part, affirm: "The ICT media, the teachers, and the students

they interact in a process of growth, education, and learning that everyone enjoys access to

to knowledge anywhere and anytime." In human activity, one must take advantage of the
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means to achieve greater efficiency in personal and community development.

Educationally, the implementation of ICT should be promoted to improve the processes of

teaching-learning. The computer itself is not a technology but a tool that

it allows for tasks that cannot be carried out by other existing means.

For Bruner, the construction of reality (attributed to the world) is the product of

meaning, which takes its form from the traditions, tools, and ways of thinking within

Culture. Education consists of helping children and young people acquire their own tools to

to make sense and build reality, in such a way that they can better adapt to the world and

to participate in their transformation. This activity represents a challenge formed between students and the

master, and at least one substitute agent like the book, television, cinema or the

computer. This idea implies that, if it is true that the student constructs his own knowledge

and that it is an individual activity.

The reflection on the diagnosis regarding the use of ICT tools has generated in the

educational systems, numerous investigations for over two decades. These

Reflections, as explained by Cabero (2007), are becoming increasingly complex, as many of

they are framed within the paradigms about how and why to teach through mediation

technological.

According to what is established byMartínez and Sánchez (2002)he argues that the teachers,

using new technologies, they can free themselves to carry out guidance jobs. The

new teaching didactic models that take into account new technologies and

the media to improve learning imply new functions of the

educators within the classroom in each educational institution.

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Finally, within this sequence, the technological tools applied in the classrooms

Regarding classes, Perea (2014) argues that computers should be in the classroom, they

can develop a traditional approach to enable pedagogical practice, also, alternate

with ICT to maintain a reflective skill and a better inclusive use of technologies in the

educational institutions.

2.2. Methodological Framework

The type of research conducted has a qualitative approach and the method used

it was descriptive, where the observation to be made occurred in an educational context. Within

The techniques used were: observation, data recording (videographic and

photographic), Conversation (individual). And regarding the instruments, the interview, the map

conceptual and the field diary, which allowed for collecting the evidence of the proposals

referenced, in the use and utilization of ICT as teaching tools within the

framework of meaningful learning, implemented in the institution and also since that

field of knowledge that has been worked on.

The decision to select reports is due to the working relationship and experiences.

teaching practices by the researchers, which allowed for the smooth development of the

research. Also, that the diversity of teaching methods used in this institution was favorable

for the project and allowed for a deeper exploration of the topic and verification of the strategic use of ICT, with the

end of developing the research proposal and according to the needs and intentions of the

same, the institution described below was selected where its main ones were recognized

aspects that allow them to thrive in the educational field.

The fieldwork was characterized by observation, which was carried out keeping in mind the

scenario, the activities, the spaces used to carry out the workshops, the way of
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communicate, the distance, the different forms of behavior according to the type of

activity, whether it was developed in groups, pairs or individually, the language used. (Valles, 1999).

As teachers, regardless of the specialty, it is possible to use technology,

however, more importantly, it is to assume that the cultural environment is different and that the so-called

Digital Era is more than just using computers or ICT tools. It is a paradigm that demands from

to know more about the social and cognitive characteristics of their students,

design innovative pedagogical proposals not because programs or applications are used

specific, but because young people need to participate, build, and share.

The analysis of this approach will be carried out considering the proposal made by

Sampieri (1998) and Valles (1999) was used as a reference to choose the instruments and

research techniques, one of the instruments used in standardized interviews

programmed, which is characterized by having a list of questions that are the same for the

interviewed teachers, through this instrument it was possible to establish the degree of

conceptualization, vision, use, utility, importance, difficulties, benefits, relationship with the

meaningful learning, the contributions made by secondary education teachers in

regarding ICT, as a learning tool and the way they are used in the environment

school

The systematization is organized according to the information collected by these resources.

employees and thus the document was established. To deliver it along with the guidance manual

proposals for supporting teachers in the use of ICT. Within the procedures

the analysis of what was observed and qualitative data was taken into account.

2.3. Results
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Regarding the research results, the following is shown

behavior, opinions, and reactions of the respondents regarding the analysis of the process and the

results of the study on the use of technological tools by teachers of

educational institutions, with the results obtained from this research, in order to be able to

to give some recommendations in favor of educational quality, based on the application of

instrument in each of the educational institutions in the locality and their respective

indicators as shown in the following table:

In relation to the competitive level of teachers in educational institutions of the

ciudad, las necesidades que tienen sobre el manejo de las TIC, como respuesta a esta dificultad

It is found that 95% of them have a good level of knowledge, and 5% say they do not have.

idea of the theme, as was common until the end of 20219.

It should be taken into account that educational institutions do not have the resources.

To implement ICT, they have not defined it as an institutional policy, teachers do not have

the technological, didactic, and pedagogical competencies for the incorporation of ICT and
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they also do not have the technological resources to implement them, as demonstrated by the

results of this research.

Regarding the implementation of ICT in educational institutions, it can be

observe that 99% of the teachers in these institutions know how important management is

And the use of ICT in the teaching-learning process, 1% do not share the idea of

implementation of these tools to impart knowledge.

Due to the importance of the topic of implementing ICT in the process of

teaching-learning, the importance of using ICT tools in the classroom must

to be made known by the teacher, thus motivating their colleagues and changing the lectures

for more dynamic classes, turning the student into the protagonist of their own

knowledge and thus, to design and implement teacher training programs in ICT for

improve the quality of education at the departmental level. Currently, the institutions

educational programs that offer training on the use of ICT as a support tool for the

the teaching process is limited due to lack of financial and physical resources, the secretary of

Municipal education is the agency responsible for the development of the educational processes of the region.

2.4. Results Analysis

According to the analysis of this research, it shows that educational institutions do not

they were encouraging the completion of training courses for the development of the

teachers in the management and use of ICT tools, with a 65% rate and for a

positive response with 35%, this indicates that it is not only from the teachers, but also from the

executives who must encourage their teaching and student body to manage, apply the

tools in their pedagogical processes in the classrooms. Of course, they are no longer taught
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classes in physical classrooms, but if they are held in virtual classrooms, that is why it is essential the

teacher and student update according to current requirements.

According to these results, the academic level of computer science of the teachers, the

The percentage regarding the use of these virtual learning tools is 38% affirmative.

and 62% claim not to know this current concept, the use of resources associated with it

type of learning, including virtual, which consists of using reality in the classroom and bringing it from

virtual form, allowing the student to make their own discoveries, so that they can try to

to carry out learning through practice, building complex virtual scenarios, and

based on directed exercises or software programs that most of these teachers want

to do but the institution is not suited in terms of physical space and adequate equipment for this

new pedagogical learning processes.

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Part III

Conclusions and Recommendations

3.1. Conclusiones

The analysis of the use of ICT technology by teachers in the institutions,

they demonstrate the competitive level that teachers have, with 95% of them being found.

he has a good level of knowledge, and there are circumstances that allow them to qualify

in the short term. However, one could consider a medium or long-term project for

access the world of ICT, when referring to the topic, in order to expand and deepen in each

one of the teachers achieving high educational quality in the city and being able to compete in

national level in educational quality.

That is why the inquiry must go beyond the analysis and use of the tools.

technological by the teachers, having the ability to implement elements of

confrontation and argumentation. According to the above, it can be concluded that the

teachers and academic administrators who have been surveyed in this research affirm that the

ICT are necessary for the continuous improvement of pedagogical processes, as long as

allow for greater development of knowledge. As well as other pressing needs in

subject of education, which requires a lot of attention, as difficulties arise in small spaces

What happens is that the students are taken to receive class and the teacher does not have a plan for

training on ICT suitable for your professional development, which ensures that the

educational innovation through the use of ICT is an aspect that will enable higher levels of

development and competitiveness.

3.2. Recomendaciones

According to the case study conducted, it is recommended:

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The way teachers will continue to use ICT in their classes to reinforce the

learning of their students is through the use of technological tools such as the computer

laptop, cell phones, on the other hand the institution has excellent resources such as classrooms

specialized that have a computer room with the latest technology equipment, a room of

audiovisuals and the lounges. As well as blogs, websites, and digital platforms. These

tools allow students to feel motivated and achieve development in their

projects, since it is easy for them to use them and create presentations to showcase the

progress and results of their projects.

These experiences have been significant, as through the approach of

problems have provided solutions to different needs experienced in their environment, in addition to the

TIC have been a resource that has allowed them to materialize their results in a different way and

innovative.

The teachers of this institution see ICT as a teaching technique for school education.

teaching, as it allows them to create different environments from the traditional one, such as the use of classrooms

virtual, electronic board, virtual forums, blogs, socialization in large groups in small

groups and have noticed that the results are totally gratifying for their teaching work. ICT

they support the work in the classroom reflected in the new vision they provide, which is associated with the

interaction that results in something new. Finally, due to pandemic issues

must continue with the ICTs that are essential.

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Part IV

References

Cabero Almenara, Julio (2007). Las necesidades de las TIC en el ámbito educativo:
opportunity, risks and needs (fourth edition ed.). Madrid, Spain: Publisher
McGraw Hill.
Galvis Panqueva, Álvaro (2001). Educational Environments for Evaluation of the
Computer science. Ludomatics project. Bogotá UNI ANDES Free 2001.
Hernández Sampieri, Roberto (2014). Research Methodology (fifth edition)
M. d. Carlos Fernández Collado, Ed.) Mexico, Mexico: McGraw Hill publisher.
Lozano, Roser (2011). The 'ICT/AC': from information technologies and
communication to learning and knowledge technologies. Retrieved on the 12th of
December 2013, from Strategies and Prospects of Information:
[Link]
the technologies of learning and knowledge.
Hernández Sampieri, Roberto (2014). Research Methodology (fifth edition)

ed.). (M. d. Carlos Fernández Collado, Ed.) Mexico, Mexico: McGraw Hill publisher.

Lozano, Roser (2011). The 'ICT/TAC': from information technologies and

communication to learning and knowledge technologies. Retrieved on the 12th of

December 2013, of Strategies and Prospects of Information:

[Link]

the technologies of learning and knowledge.

Martinez, Enrique and Sánchez, Salanova (2002). Technology in the classrooms (The teacher

as a guide for the teaching-learning processes), 252 pages. Facep, Federation

Andalusian Association of Private Study Centers. Málaga.

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[Link]

[Link]

Annexes

In the

The attached document includes the research photos as evidence of the work done:
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