Diseño de materiales de aprendizaje multimedia en entornos rurales situados en la región cafetera colombiana
Publicado
dic 20, 2024
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Josefina Quintero Corzo
https://orcid.org/0000-0002-9451-113X
Wadis Yovany Posada Silva
https://orcid.org/0000-0002-8918-9959
Fabio Ignacio Munévar Quintero
https://orcid.org/0000-0002-9451-113X
Wadis Yovany Posada Silva
https://orcid.org/0000-0002-8918-9959
Fabio Ignacio Munévar Quintero
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Resumen
Este artículo aborda los resultados de una investigación que sigue los principios y métodos del enfoque cualitativo-evaluativo que pretendió diseñar, desarrollar y validar una serie de materiales didácticos multimedia aplicados a diferentes disciplinas curriculares. El estudio se realizó en escuelas rurales ubicadas en una región cafetera colombiana subdesarrollada, entre 2018 y 2020. Las guías, las observaciones de clase, las encuestas, las entrevistas y la evaluación de expertos fueron los instrumentos y las fuentes de datos más útiles. Los resultados indican que, dada la novedad, el atractivo y la curiosidad hacia el uso de componentes multimedia, los estudiantes de estos entornos rurales adquirieron diferentes niveles de competencias de aprendizaje activo. Teniendo en cuenta que la brecha digital puede intensificar la brecha rural-urbana existente, es crucial adoptar soluciones innovadoras para abordar los problemas persistentes de disminución de la equidad y de la calidad de la educación, teniendo en cuenta los contextos de los alumnos rurales. Se trata de una innovación curricular que ofrece a los profesores la posibilidad de impartir clases interactivas, dinámicas, lúdicas y creativas, que sean acordes con la realidad rural.
Keywords
material didáctico, multimedia, escuelas rurales, tecnología, entornos subdesarrolladosmateriais didáticos, multimídia, escolas rurais, tecnologia, ambientes subdesenvolvidosLearning Materials, Multimedia, Rural Schools, Technology, Underdeveloped Settings
References
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Serrat, O. (2017). Building a Learning Organization. In Knowledge Solutions (pp. 57-67). Springer. https://doi.org/10.1007/978-981-10-0983-9_11
Stake, R. (1995). The Art of Case Study Research. SAGE.
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Bauch, P. A. (2001). School-Community Partnerships in Rural Schools: Leadership, Renewal, and a Sense of Place. Peabody Journal of Education, 76(2), 204-221. https://doi.org/10.1207/S15327930pje7602_9
Cortada, J. W. (2008). The Digital Hand: How Computers Changed the Work of American Public Sector Industries (Vol 3). Oxford University Press.
Creswell, J. W. (1998). Qualitative Inquiry and Research Design. SAGE.
Dolzhikova, A., & Kholina, V. (2018). ICT in the System of Teacher Professional Development: A Look into the Future. In Ministerial Forum. Global Dialogue on ICT and Education Innovation – Towards Sustainable Development Goal For Education (SDG). Proceedings (pp. 11-16). United Nations Educational, Scientific and Cultural Organization (UNESCO), Institute for Information Technologies in Education. https://iite.unesco.org/wp-content/uploads/2019/03/Unesco_003_Proccedings_COLOR-2.pdf#page=177
Echazarra, A., & Radinger, T. (2019). Learning in Rural Schools: Insights from PISA, TALIS and the Literature. OECD Publishing. https://doi.org/10.1787/8b1a5cb9-en
Elliott, J. (1991). Classroom Action Research. Cambridge Institute of Education.
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with Technology in Higher Education: Understanding Conceptual Change and Development in Practice. Higher Education Research & Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
Escudero, T. (2016). La investigación evaluativa en el Siglo XXI: un instrumento para el desarrollo educativo y social cada vez más relevante. [Evaluative Research in the 21st Century: An Increasingly Relevant Instrument for Educational and Social Development]. RELIEVE, 22(1), 1-20. http://dx.doi.org/10.7203/relieve.22.1.8164
Galvis, A. (2001). Ingeniería de software educativo [Educational Software Engineering] (3rd ed.). Universidad de los Andes.
Galvis, A. H. (1993). Evaluación de materiales y ambientes educativos computarizados. [Evaluation of Computerized Educational Materials and Environments]. Informática Educativa, 6(1), 9-27.
Harasim, L. (2017). Learning Theory and Online Technologies (2nd Edition). Routledge. https://doi.org/10.4324/9781315716831
Herrera-Mosquera, L. (2017). Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom. Íkala, Revista de Lenguaje y Cultura, 22(3), 479-498. http://dx.doi.org/10.17533/udea.ikala.v22n03a07
Howard, J., Miles, G. E., & Rees-Davies, L. (2012). Computer Use within a Play-Based Early Years Curriculum. International Journal of Early Years Education, 20(2), 175-189. https://doi.org/10.1080/09669760.2012.715241
Lee, Y.-H., Hsiao, C., & Ho, C.-H. (2014). The Effects of Various Multimedia Instructional Materials on Students’ Learning Responses and Outcomes: A Comparative Experimental Study. Computers in Human Behavior, 40, 119-132, https://doi.org/10.1016/j.chb.2014.07.041
Liao, P.-A., Chang, H.-H., Wang, J.-H., & Sun, L.-C. (2016). What are the Determinants of Rural-Urban Digital Inequality among Schoolchildren in Taiwan? Insights from Blinder-Oaxaca Decomposition. Computers and Education, 95, 123-133. https://doi.org/10.1016/j.compedu.2016.01.002
Mtebe, J., Mbwilo, B., & Kissaka, M. (2016). Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania. International Review of Research in Open and Distributed Learning, 17(2), 65-84. https://doi.org/10.19173/irrodl.v17i2.2280
Munévar, C. A., Valencia, J., Ramírez, M., Hernández, N., & Aguirre, A. (2024). El Sistema Nacional de Áreas Protegidas en Colombia: una mirada desde la participación en la Ecorregión Eje Cafetero. Editorial Universidad La Gran Colombia.
Posada, J., & Giraldo, R. (2023). Pedagogía y enseñanza de la Constitución de 1991 en entornos educativos convencionales y comunitarios como reconfiguración de una axiología ineludible en el contexto del actual estado social y democrático de derecho. En C. A. Munévar, V. González & L. A. Vélez-Rodríguez (eds.), Utopías y distopías. La ciencia jurídica en el constitucionalismo colombiano (pp. 337-352). Grupo Editorial Ibáñez.
Saltsman, G. (2018). The Digital Educator Collaboration: A Model to Maximize Public and Private Investments in Teacher Development. In Ministerial Forum. Global Dialogue on Ict and Education Innovation – Towards Sustainable Development Goal For Education (SDG). Proceedings (pp. 108-114). United Nations Educational, Scientific and Cultural Organization (UNESCO), Institute for Information Technologies in Education https://iite.unesco.org/wp-content/uploads/2019/03/Unesco_003_Proccedings_COLOR-2.pdf#page=177
Serrat, O. (2017). Building a Learning Organization. In Knowledge Solutions (pp. 57-67). Springer. https://doi.org/10.1007/978-981-10-0983-9_11
Stake, R. (1995). The Art of Case Study Research. SAGE.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). Latin American and the Caribbean. Education for All 2015. Regional Review. Author http://unesdoc.unesco.org/images/0023/002327/232701e.pdf
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2018). Global Education Monitoring Report Summary 2019: Migration, Displacement and Education – Building Bridges, not Walls. Author. https://unesdoc.unesco.org/ark:/48223/pf0000265996
Warren, S.J., Lee, J., & Najmi, A. (2014). The Impact of Technology and Theory on Instructional Design Since 2000. In J. Spector, M. Merrill, J. Elen & M. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 89-99). Springer. https://doi.org/10.1007/978-1-4614-3185-5_8
Cómo citar
Quintero Corzo, J., Posada Silva, W. Y., & Munévar Quintero, F. I. (2024). Diseño de materiales de aprendizaje multimedia en entornos rurales situados en la región cafetera colombiana. Universitas Humanística, 93, 1–17. https://doi.org/10.11144/Javeriana.uh93.dmlm
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Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.