Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

Aprendizaje basado en competencias

World class: How to build a 21st-century school system

The results of the research projects carried out by the academic community have been and will continue to be recognised, valued, published and disseminated by scholarly journals, regardless of their format. The role Higher Education Institutions (HEI) as publishers of scholarly journals is fundamental. Methods: The purpose of this article is to analyse the basic editorial features of the scholarly journals published by Mexican teacher-training colleges. The study uses a descriptive quantitative approach to examine a sample of journals based on the editorial criteria established by Latindex, the Regional Online Information System for Scholarly Journals from Latin America, the Caribbean, Spain and Portugal. Results and conclusions: The study has revealed that no research has been carried out on this type of publications in Mexico; that the number of publications published by Mexican teacher-training colleges is small, and that the analysed publications do not meet basic editorial requirements. The results of this diagnosis can help Mexican teacher-training colleges to make the necessary decisions to increase the quality, visibility and chances of survival of their journals.

Análisis de la estructura curricular de los Aprendizajes Clave para la Educación Integral

Student learning outcomes in Mexico are considerably below the OECD average. However, trend analyses of PISA (Programme for International Student Assessment) results have shown some encouraging improvement in student learning outcomes, particularly in the area of mathematics. Despite the impressive expansion of the education system in the last few decades, educational attainment remains a challenge and the high share of students leaving the education system too early with low skills remains also a major problem. In addition, there are indications that student results are strongly influenced by socio-cultural factors. The role of evaluation and assessment as key tools to achieve quality and equity in education is reinforced by a range of policy initiatives. While there are provisions for evaluation and assessment at student, teacher, school and system levels, challenges remain in strengthening some of the components of the evaluation and assessment framework, in ensuring articulations within the framework to ensure consistency and complementarity, and in establishing improvement-oriented evaluation practices. This report is organized into six chapters. Chapter 1 provides the national context, with information about the Mexican school system, trends and major concerns, and recent events. Chapter 2 looks at the overall framework for evaluation and assessment in the Mexican school system,  i.e.  its various components such as student assessment, teacher appraisal, school evaluation and system evaluation, the coherence of the whole as well as the articulation between the different components. Chapters 3 to 6 analyze the issues relevant to each individual component in more depth. The following is a review of chapter one.

OECD Reviews of Evaluation and Assessment in Education: Mexico 2012

The aim of study is determining the set of variables which explain a student anxiety towards mathematics, as well as the student attitude towards the use of technology in PLM. To do this, the RMARS and MTAS scales were used. The instruments were applied to 522 undergraduate students at ITSON. The statistical procedure was EFA. The results obtained for the RMARS scale are: Bartlett’s Test of Sphericity with KMO (0.689), χ2 of 603.529 with 3 df and sig. 0.000 p 0.5, with an eigenvalue (2.219) which explains the 73.955 % of the total variance. In the MTAS Scale, Bartlett’s Test of Sphericity obtains a KMO value (0.678), χ2 of 427.405 with 10 df and sig. 0.000 with MSA values more than >0.5 in all cases, indicating that the variables of the MTAS Scale allow for establishing students’ attitude towards mathematics and towards learning it using technology. The empirical evidence obtained allows us to believe that the use of technology may be a variable influencing students’ attitude towards the process of teaching-learning mathematics measured using ICT, and that anxiety over mathematics may be a factor which determines this attitude.

https://www.ejmste.com/download/mathematics-technology-and-learning-how-to-align-these-variables-in-order-to-explain-anxiety-towards-5022.pdf

Mathematics, Technology and Learning: How to Align These Variables in Order to Explain Anxiety Towards Mathematics and Attitude Towards the Use of Technology for Learning Mathematics

Resumen: La finalidad de esta investigacion es evaluar el efecto de una plataforma tecnologica en el aprovechamiento escolar de los estudiantes y la percepcion de los distintos actores involucrados con respecto a su utilidad. La evaluacion de esta plataforma, denominada Sistema de Apoyo a la Educacion con Tecnologias de Internet (SAETI) se realizo desde los enfoques cuantitativo y cualitativo. Los resultados indicaron que su uso no incide positivamente en el aprovechimiento de los alumnos; sin embargo, las actividades que se ofrecen a traves de SAETI, para complementar las presenciales, tampoco afectan el rendimiento en forma negativa. Los alumnos opinaron que la plataforma puede ayudar a mejorar su rendimiento academico y tanto ellos como los profesores recomendaron su uso para complementar los cursos presenciales.

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Evaluación del impacto de una plataforma para la gestión del aprendizaje utilizada en cursos presenciales en el instituto tecnológico de sonora

This research arises as a necessity to solve deficiencies in basic mathematics in university students. The objective was to determine the effect on academic achievement when implementing a didactic strategy for learning arithmetic. The study design is pre-experimental with pretest and post-test. The participants of the experiment are freshman year students for the bachelors in engineering program. 332 students participated in the research, who studied five topics in the didactic strategy. The data were collected with quizzes before and after each learning activity. The data analysis technique carried out was the Mann-Whitney U test for independent samples. Academic achievement improved in four subjects. For this reason, it can be established that the design and implementation of the didactic strategy benefit the students by allowing them to remember a topic in an environment that provides instruction and instant feedback.

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Arithmetic in Higher Education—A Learning Acquired in Elementary Education

Information and Communication Technologies (ICT) are tools to be used to support educational processes and students have access to them more and more every day. However this does not assure the appropriate use of these tools. That is why the objective of the present study is to identify the level of competency in the use of ICT of students in secondary schools in Obregon City, Sonora, Mexico, in the opinions of the students themselves and of their teachers and to compare this with the level of digital competencies of students in some regions of Spain, using an investigation carried out earlier. Two questionnaires with 51 questions were used, one for 949 students and the other for 49 teachers. The results show that students claim to have between moderately and very high levels of competence in ICT skills while their teachers say the students have high levels of competence in some technological skills such as producing a written documents with a word processor. In the study in Spain, students and teachers voiced similar averages in the highest level of competencies, but differed in the competencies with the lowest averages.

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Comparison of Digital Technology Competencies among Mexican and Spanish Secondary Education Students

espanolEl objetivo de este estudio fue determinar los niveles de incidencia y frecuencia de ciertas expresiones de participacion en linea inherentes al ambito social y educativo que realizan estudiantes de la Universidad Veracruzana en Mexico. La investigacion se realizo desde un enfoque cuantitativo mediante la aplicacion a 628 alumnos de un instrumento con 24 indicadores evaluados a traves de dos escalas de Likert, analizados mediante la estadistica descriptiva e inferencial. En la muestra participaron jovenes inscritos en alguno de los cinco programas educativos seleccionados de las dos entidades academicas elegidas, la Facultad de Administracion y la Facultad de Contabilidad de la region de Veracruz. Los resultados arrojaron un bajo nivel de incidencia y frecuencia de participacion en linea que realizan los jovenes universitarios. Ademas, se detecto diferencias significativas entre ambos programas educativos. Sin embargo, no se detectaron diferencias significativas en las distintas formas de participacion de los estudiantes por genero y semestre. EnglishThe objective of this study was to determine the levels of incidence and frequency of certain expressions of online participation inherent in the social and educational field made by students of the Universidad Veracruzana in Mexico. The research was conducted from a quantitative approach through the application to 628 students of an instrument with 24 indicators assessed through a two Likert scale, analyzed by descriptive and inferential statistics. In the sample participated young people enrolled in one of the five educational programs selected of the two academic entities chosen: Administration and Accounting of the Veracruz region. The results show a low level of incidence and frequency of online participation by university students. In addition, no significant differences were detected in the perceptions of the students by gender and semester, although there were differences by educational program.

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Omar Cuevas-Salazar

Papers

Mathematics, Technology and Learning: How to Align These Variables in Order to Explain Anxiety Towards Mathematics and Attitude Towards the Use of Technology for Learning Mathematics

Evaluación del impacto de una plataforma para la gestión del aprendizaje utilizada en cursos presenciales en el instituto tecnológico de sonora

Arithmetic in Higher Education—A Learning Acquired in Elementary Education

Comparison of Digital Technology Competencies among Mexican and Spanish Secondary Education Students

Incidencia y frecuencia de la participación en línea de estudiantes universitarios mexicanos. El caso de la Universidad Veracruzana