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Students´ academic achievement according to their average, admission test results and responsibility level
(2013)
Romo Lopez, Ana Paola
;
Hefferan-Romero, Lucía
A student´s academic achievement is determined by a wide range of factors in which past evaluation results, responsible attitudes and thinking skills play an important role. This is why the academic administration board of Pedagogy at Universidad Panamericana decided to analyze if the academic results obtained by students who were not reaching the school´s standards, were directly related to their responsibility and admission´s test global and logical-mathematical thinking scores, in order to find opportunity areas for improvement and develop strategies for preventing desertion. The National Test for Higher Education Admission (EXANI-II for its Spanish initials) is a selection test designed by the National Evaluation Center for Higher Education (CENEVAL for its Spanish initials) in Mexico. It aims to measure undergraduates basic knowledge and abilities when applying for a professional program. It is the test that Universidad Panamericana uses to determine which are the applicants with most success possibilities for each program. It evaluates, among other aspects, logical-mathematical thinking, which interests especially for this study´s objectives. The students selected for this study were those with a general average under 7.9 after the first evaluation period. Their results were related to their global and logical-mathematical thinking scores obtained in their EXANI-II test when they applied for the program and to their responsibility scores obtained in a psychometric test designed by the University’s Psychopedagogical Department, which was also part of their application process. This was repeated after the second and final evaluation periods. Statistic results showed that there is a direct relation between students´ low academic performance, low logical-mathematical thinking skills and low responsibility. This kind of studies, even though specific for the case, are useful to sustain why academic assessment services must complement a university´s work in order to define strategies that respond to students´ opportunity areas for improvement and therefore help them obtain better achievement results. ©2013 IATED Academy
19 1
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Key Competencies Developer Software : An Educational Alternative
(International Association of Technology, Education and Development (IATED), 2011)
Romo Lopez, Ana Paola
;
Paoli García, Priscila
In this third edition of EDULEARN11, we are delighted to welcome you all to this international conference that brings together experts from every corner of the world. EDULEARN11 is a key annual networking event for the sector of new learning technology and education experiences. Academics and researchers presenting at this conference will share with you their most up-to-date information on education and pedagogical innovations. This is an excellent opportunity to acquire skills and get inspired by listening to innovative approaches in education. It’s the ideal place for those who wish to know more about educational experiences and who wish to discuss the latest innovations with other educational experts. © International Association of Technology, Education and Development (IATED)
15 2
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Social Networks in Education : Discussions About Concepts
(2012)
Romo Lopez, Ana Paola
;
The topic of social networking is not new, it was founded at the origin of man as social being, as a network implies the presence of at least two elements, in this case people. In addition, the construct becomes important now as the technologies have been incorporated into the daily lives of people meeting spaces allowing the generation, raising needs and creating products that cover. Thus, in the last twenty years the influence that technology has had on all areas of human activity has been exponential. The purpose of this paper is to share the conceptual findings we have reached about social networks in the educational context. Some of the documents reflect the social networks of recent empirical research, however, not enough work on this subject from this point of view rather need to reflect on the concept that there are discussions around the issue and its influence in various areas as educational. In relation to this, there are differences of opinion among researchers who study the subject because these structures are derived from different epistemological positions that can be conceived as a paradigm, a theory, methodology or technique. Some authors suggest that the lack of conclusions and agreements on the subject due to the contributions made by different areas of knowledge in almost 80 years, lack of systematization. To locate the emergence of social networks as a research topic in the history of thought, was required to do a trace on the concept of network and end this section with the conceptualization of social network. This first approach is mainly theoretical and it seeks to reveal the systematization of the concepts due to the complexity of the network. The lecture exposes the connectivism as the learning theory developed from the social networks, and it also describes the possibilities of education that arise from the theoretical principles it upholds. Connectivism is presented as an alternative to learning theories most studied in recent decades, ie, behaviorism, constructivism and congnoscitivismo. These theories, although the process of learning analyzed from various points of view, are not very suitable to observe the light of the influence of technologies. That is, are insufficient to meet the educational challenges that arise in the digital age. The questions that arise about these theories, are related to the learning process that is generated from a knowledge that is acquired in a linear fashion. Connectivism is formed by a series of statements made by George Siemens presented as "a theory of learning designed for the digital age" (Siemens, ...). In this theory, learning is exposed to a series of connections and includes technology as a resource in the educational process. Siemens says that learning is essentially a process of creation and management of networks formed by nodes-or knowledge-relevant people. Therefore, knowledge is a dynamic that is generated by connecting to a network in which information circulates and connecting new knowledge. © IATED Digital Library
14 1
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Impact of technological resources on students´academic performance: A comparative study
(2013)
Romo Lopez, Ana Paola
;
Hefferan-Romero, Lucía
¿How do students learn better? ¿How do teachers teach better? Technology has reformed education. The wide range of technological resources we now have access to have certainly modified the teaching-learning process. This study shares the experience of how teaching the same subject, Childhood Development, to two groups of Pedagogy students at Universidad Panamericana, can be so different when information and communication technology (ICT) is used and when it is not. The main objective was to determine how the teaching-learning process was improved when ICT´s were implemented in diverse class activities, and its impact on students´ academic achievement. The research was done through a comparative methodology. The same activities were planned for both groups, but the first one had to accomplish them without using technological resources, while the other one had to fulfill the same activities using, exclusively, ICT´s such as smart boards, tablets, Google Docs, Web-quests, social networks, among others. Results showed how using these technological resources facilitate the students´ motivation, comprehension and learning of the subject contents, while this was harder to achieve with the group that didn´t use ICT resources. Findings also reflect how technology made it easier for the teacher to evaluate the students´ achievement, how it improved the assignments quality, groups discussions, teacher-students interaction, among other benefits. Still, both groups´ grading average at the end of the semester was practically the same. The model of analysis and results, although specific for the case, can be useful to reflections on the way information and communication technologies transform teaching-learning processes and allow to innovate in education methodologies that respond to the 21st century context. Still, ICT´s will always remain resources. It is the teacher´s ability to awaken the students´ interest towards learning through different strategies that leads them to the best possible achievement. ©2013 IATED Academy
13 2

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