This article examines the transformation of teacher jargon in technologically mediated teaching contexts between 2020 and 2024, focusing on primary school teachers at the Chiloé Educational Institution in the municipality of Soacha, Cundinamarca, Colombia. The study adopts a sociolinguistic approach to identify changes in the lexical repertoire used by educators as a result of the transition to virtual instruction, the use of digital platforms, and the need to maintain effective communication with students and their families. Through a systematic literature review, the study traces the conceptual development of teacher jargon in research conducted across Ibero-America during the twenty-first century. It highlights the relevance of teacher jargon within language studies and the expansion of the concept toward related notions surrounding this sociolinguistic phenomenon. Additionally, a content analysis of classroom interactions was conducted on ten virtual and ten face-to-face classes to examine the changes in teacher jargon resulting from the technological mediation of teaching across diverse educational contexts. As a third methodological instrument, semi-structured interviews were conducted with ten primary school teachers to explore the factors underlying the observed changes in educators’ jargon.
En este artículo se aborda el uso de los servicios bibliotecarios (préstamo a domicilio, biblioteca digital y espacios de trabajo colaborativo) como herramienta de estímulo para el desarrollo de habilidades de investigación en alumnos de nivel licenciatura pertenecientes al Instituto de Ciencias Básicas e Ingeniería (ICBI) de la Universidad Autónoma del Estado de Hidalgo (UAEH). Este estudio de corte cuantitativo, exploratorio y correlacional identificó un impacto positivo en los alumnos universitarios cuando utilizan el servicio de espacios de trabajo colaborativo, biblioteca digital y préstamo a domicilio. Los resultados demuestran que los estudiantes desarrollan habilidades investigativas de percepción, instrumentales, de pensamiento, construcción conceptual, construcción metodológica, de construcción social del conocimiento y metacognitivas. Se concluye que el sistema bibliotecario promueve el desarrollo de habilidades para la investigación en el nivel de licenciatura a partir de las distintas líneas de acción educativas presentes en la UAEH.
Este artículo analiza la implementación del curso de flexibilidad curricular “Acompañar la alfabetización en las aulas de preescolar”, desarrollado durante el semestre agosto 2024-enero 2025 en la Licenciatura en Educación Preescolar de una escuela Normal pública ubicada al norte del estado de Nuevo León. El curso forma parte del Plan de Estudios 2022 para la formación de docentes de educación básica, el cual transita de un enfoque por competencias hacia otro centrado en capacidades y saberes, con una perspectiva humanista, flexible e inclusiva. El propósito del estudio fue identificar los saberes desarrollados por estudiantes y docente durante la implementación del curso y valorar la propuesta curricular desde la perspectiva de la evaluación como investigación. Se realizó una investigación cualitativa con diseño de estudio de caso, en la que participaron 22 estudiantes normalistas y la docente responsable del curso. El análisis consideró las dimensiones de la evaluación curricular como investigación, los criterios de utilidad de la evaluación curricular y la clasificación de saberes. Los resultados muestran el desarrollo de saberes teóricos, procedimentales, técnicos, ético-morales y de desarrollo personal vinculados con la alfabetización inicial, así como una comprensión de esta como un proceso social y cultural. Asimismo, las reflexiones docentes permitieron identificar fortalezas, desafíos y tensiones asociadas con la implementación del currículo, particularmente en el tránsito hacia el enfoque de capacidades y desempeños. Se concluye que la evaluación del currículo como investigación constituye una estrategia pertinente para documentar la implementación de propuestas curriculares innovadoras y generar conocimiento útil...
This study aimed to analyze perceived digital literacy among students attending public secondary schools in Yucatán, Mexico. A quantitative, cross-sectional, observational, and correlational design was employed. The study included a non-probability convenience sample of 501 students aged 12 to 17 years from ten urban and rural schools. Data were collected online using a 39-item self-report questionnaire covering nine dimensions of digital literacy. Overall, 80% of participants identified school assignments as their main Internet activity. In seven of the nine dimensions assessed, “almost always” was the most frequent response category, whereas students reported lower frequencies for information management and creative thinking. No statistically significant differences were found by sex; however, significant differences between students from urban and rural schools were identified in seven dimensions. Small positive associations were also observed between some dimensions of digital literacy, students’ grade level, and parental educational attainment. Given the convenience sampling, online administration, self-reported nature of the instrument, and cross-sectional design, the findings should be interpreted as associations within the study sample rather than causal relationships. The results suggest that students frequently use digital technologies, although their perceived digital literacy differs between urban and rural school settings, and is associated with parental educational attainment.
The impact of artificial intelligence (AI) is increasingly evident across all educational levels, with rapid adoption by the general population. However, there are multiple challenges that teachers still face in incorporating AI into their teaching practices. These innovations are redefining the role of the teacher and the way in which teachers create content, develop strategies, and monitor students with the assistance of AI. The study was based on a survey of 114 teachers at different educational levels, which focused on their knowledge, perception of the usefulness of AI, and training related to its use in education. The results indicate limited knowledge of AI, a positive perception of its usefulness, and an incipient adoption in their teaching practices. Although there is a growing trend towards the incorporation of tools such as ChatGPT among educators and students, their use remains relatively general and instrumental. There is also a lack of ongoing institutional training to support the adoption of emerging innovations, highlighting the need for frameworks that maximise the use of these tools within relevant and meaningful pedagogical contexts, while considering both their advantages and limitations. The challenges and effects that AI can have on subjects implies considering them in a dynamic and situated way within a constantly evolving educational context.
