Revista Panamericana de Pedagogía

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Desafíos y aprendizajes con tecnologías en la educación superior en México
(Universidad Panamericana, Escuela de Pedagogía, 2023)
González-Videgaray, Maricarmen
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Medina Gual, Luis
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Covarrubias Santiago, Carlos Alberto
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MARIA DEL PILAR BAPTISTA LUCIO;122055
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The article examines the technological dimension of Mexican Higher Education during the COVID-19 pandemic. This is a subsector within the Mexican educational system with greater digital capital than other educational levels and which, before the pandemic, had already ventured, to a greater or lesser extent, into ICT-mediated teaching and learning. Despite the support of the institutions, either through platforms or professional development, the continuity and quality of teaching and learning depended heavily on connectivity and digital devices in the homes of teachers and students. Under this consideration, What information and communication technologies (ICT) were present in higher education during the health crisis? And in the post-pandemic stage, What are the main challenges and lessons learned for Mexican Higher Education? The study was carried out through a voluntary self-administered online questionnaire, which considered public and private institutions all over the country and that measured teachers’ (n=8,090) and students’ (n=39,417) perceptions regarding the pandemic technological dimension. The findings point to the use of digital resources and tools in a limited way and with insufficient access to the Internet. Teachers and students felt much of the time like survivors of a situation beyond their control. Although we are dealing with learning organizations that continuously correct their processes, as Educators we must insist on the promotion of students’ autonomy and responsibility in their own learning.
23 500
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La movilidad virtual como otra forma de hacer movilidad estudiantil en programas de posgrado
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Cruz Serrano, Jonathan de Jesús
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Killian Reyes, Mary Grace
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In 2020 and 2021, the international spread of the SARS-COV-2 virus caused academic activities at universities to be carried out virtually. Due to this situation, the face-to-face mobility of the national postgraduate programs affiliated to the National Postgraduate System (SNP) of the National Council of Science and Technology (CONACyT) were affected, so that mobility had to be developed virtually. A questionnaire was designed and applied to graduate students in language and linguistics (n=46), with the purpose of collecting their experiences about the implementation of virtual mobility in their programs. The results showed that virtual mobility is considered as a good alternative, since for the participants this modality allowed them to continue developing their academic activities. Additionally, they consider that virtual mobility can help to avoid costs of transportation, rent housing, and transportation time. Furthermore, virtual mobility gives them the opportunity to be present virtually anywhere to participate and develop academic activities. Based on this, we propose this modality as different way to carry out mobility in postgraduate programs attached to the SNP, which would heed to the diversity of life conditions, and family and working conditions of students who study quality graduate programs in Mexico, thus contributing to a better construction of disciplinary and scientific knowledge.
32 126
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Percepciones docentes sobre la pandemia del Covid-19 como contenido curricular emergente en el contexto de aprendizaje
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Manrique-Villavicencio, Lileya
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Figueroa Iberico, Angela Maria
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Ruiz Olaya, Jorge
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The Covid-19 pandemic brought repercussions at different levels and generates new learning that was not part of the school curriculum, but is recognized as necessary to help students understand the situation they are experiencing and manage their agency. Precisely, in the need to inform and educate for prevention and care, the Covid-19 pandemic is incorporated into the school curriculum as an emerging content, because it is linked to a problem that needs to be reviewed and questioned critical consideration (Anguita et al., 2010, Dego and Ferraz, 2008). This qualitative study seeks to explore perceptions of teachers about the incorporation of the Covid-19 pandemic as emerging content in the implementation of the curriculum and investigate the contributions of that content in students and their families during remote education (April 2020 and July 2021). Eighteen teachers from two schools in the Cercado de Lima were interviewed. The Covid-19 pandemic represented an emerging and structuring content, in which various diverse conceptual contents, practices, habits and attitudes were linked, incorporated through the programming of significant experiences, the integration of curricular areas, in permanent activities and tutoring. Teachers perceive a flexible curriculum, which allowed them to adapt the proposal of the Ministry of Education to the reality and needs of their students. The pandemic provided learning focused on the practice of new personal and health care habits, as well as the importance of values such as solidarity, resilience, among others.
3 53
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Revisión sistemática de literatura: evolución del espacio áulico educativo en el contexto COVID-19
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Luévano Hernández, Uriel
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The conception, design, and construction of classroom space in education has under-gone transformations throughout history; it has moved from a traditional space in which functionality, sunlight, ventilation, and scale were privileged, to another design under the COVID-19 context in which priority is given to flexibility, recalculation of capacity, air circulation and open spaces. The objective of this research is to conduct a systematic literature review that contemplates empirical research on classroom space configuration in education during the period from 2015 to 2021. The following were considered as inclusion criteria: articles addressing the topic of the classroom space for learning; publications between 2015-2021 and conducted in the context of Ibero America. The open access databases SCIELO, REDALYC and search engines such as INVENTIO were used. In total, a database of 111 articles was compiled, from which 18 selected articles were filtered based on the inclusion criteria. The results were analyzed based on the content analysis strategy. Eight of the research were identified from Spain, 3 from Mexico, 3 from Colombia, 1 from Peru, 1 from Ecuador, 1 from Venezuela and 1 from Panama. It is concluded that there is a need to create classroom spaces that meet the criteria of limited capacity and ventilation for the COVID-19 context without neglecting the use of strategies that promote collaborative learning.
8 164
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Condiciones, voces y percepciones de jóvenes de la UPN, durante la pandemia por COVID-19
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Rodríguez Calderón de la Barca, Diego
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The objective of this work is aimed at knowing and describing the social and technological conditions and inequalities, as well as some of the educational and emotional experiences of the young people of the Universidad Pedagógica Nacional Unidad 153, Ecatepec, during the COVID-19 pandemic. The analysis starts from a structuralist constructivist perspective of Pierre Bourdieu and a mixed methodology based on a non-probabilistic sample for convenience and semistructured interviews. The implications of studying the degree in a non-face-to-face way, the material conditions and the perceptions of the students during confinement were analyzed. The results show that a large percentage of those surveyed have thought about abandoning their studies, given that the distance modality has been linked to other activities such as domestic activities and caring for relatives, as well as the lack of technological capital, income and the prevailing need to work, assuming different roles, in addition to that of students. On the other hand, the text highlights that studying at home had an influence on widening the inequality gaps as not everyone had the same tools and services; however, it triggered other learnings related to the use of educational platforms and contributed to building greater autonomy in learning. Therefore, this work exposes the different difficulties, inequalities, perceptions and emotional affectations that this student community faced, but also highlights the exercise of their autonomy around other learning that contributes to their professional training.
1 112
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Del aula presencial a la remota y de regreso : la enseñanza en situaciones de pandemia e incertidumbre
(Universidad Panamericana, Escuela de Pedagogía, 2021-02-02)
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The pandemic caused by the SARS-CoV-2 virus brought important changes for many educational models. Face-to-face classes had to move to virtual environments abruptly and unexpectedly. The objective of this article is to present a discussion about one of the greatest challenges that educational systems have to confront in contexts such as the present: the uncertainty generated by the change from face-to-face to remote teaching and vice-versa. To achieve the objective, 1) I show how the change from face-to-face to remote classes in digital environments causes a problem at the level of the planning and design of courses and a specific challenges for teaching; and 2) I offer the outline of a proposal to face this type of situation using the ADDIE model of instructional design and considering some specific tea-ching competences. Finally, I offer some final reflections on the challenges that the pandemic has generated for pedagogy and educational systems
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