The role of knowledge networks in the transformation of the teaching and learning process at the Normal School
Objective: to make visible the transformations in the teaching and learning process aroused from the implementation of knowledge networks between teachers and students at the I.E.D Higher Normal School María Auxiliadora in Villapinzón. Originality/contribution: The innovative contribution lies in th...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2022
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| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14254 |
| _version_ | 1801706225558093824 |
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| author | Cañón Núñez, Patrick Yovany García, Hasly Yanneth |
| author_facet | Cañón Núñez, Patrick Yovany García, Hasly Yanneth |
| author_sort | Cañón Núñez, Patrick Yovany |
| collection | OJS |
| description | Objective: to make visible the transformations in the teaching and learning process aroused from the implementation of knowledge networks between teachers and students at the I.E.D Higher Normal School María Auxiliadora in Villapinzón.
Originality/contribution: The innovative contribution lies in the evidence that knowledge networks are a beneficial pedagogical strategy for the educational community, it articulates alternatives for the implementation of ICT and proposes a hybridization for the implementation of these tools in education.
Method: it is based on the interpretive paradigm through a permanent and self-reflective reading of reality by means of the qualitative approach. The action research method is used to approach the collection of information. 457 actors of the educational community participated and supported the implementation of knowledge networks at Normal School.
Information strategy/data collection: surveys, forms and photographs were used to collect points of view, needs and reflections about the effects of the pandemic on teaching and learning activities. Findings are analyzed from the reflection and rethinking of practices.
Conclusions: The need for a meta education based on flexibility, criticality, autonomy, and self-regulation, together with the social contextualization of the individual. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-14254 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2022 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-142542023-09-06T16:11:49Z The role of knowledge networks in the transformation of the teaching and learning process at the Normal School Las Redes de conocimiento en la transformación del proceso de enseñanza y aprendizaje en la Escuela Normal Redes de conhecimento na transformação do processo de ensino e aprendizagem no Colégio de Formação de Professores Cañón Núñez, Patrick Yovany García, Hasly Yanneth Transformación redes de conocimiento enseñanza aprendizaje Transformation knowledge networks teaching learning Transformação redes de conhecimento ensino aprendizagem Objective: to make visible the transformations in the teaching and learning process aroused from the implementation of knowledge networks between teachers and students at the I.E.D Higher Normal School María Auxiliadora in Villapinzón. Originality/contribution: The innovative contribution lies in the evidence that knowledge networks are a beneficial pedagogical strategy for the educational community, it articulates alternatives for the implementation of ICT and proposes a hybridization for the implementation of these tools in education. Method: it is based on the interpretive paradigm through a permanent and self-reflective reading of reality by means of the qualitative approach. The action research method is used to approach the collection of information. 457 actors of the educational community participated and supported the implementation of knowledge networks at Normal School. Information strategy/data collection: surveys, forms and photographs were used to collect points of view, needs and reflections about the effects of the pandemic on teaching and learning activities. Findings are analyzed from the reflection and rethinking of practices. Conclusions: The need for a meta education based on flexibility, criticality, autonomy, and self-regulation, together with the social contextualization of the individual. Objetivo: evidenciar las transformaciones en el proceso de enseñanza y aprendizaje a partir de la implementación de las redes de conocimiento entre docentes y estudiantes de la I.E.D Escuela Normal Superior María Auxiliadora de Villapinzón. Originalidad/aporte: El aporte innovador, se sustenta en la manifestación de las redes de conocimiento como una estrategia pedagógica beneficiosa para la comunidad educativa, vinculando alternativas en la implementación de las TIC, sugiriendo una hibridación para el manejo de estas herramientas en la educación. Método: se fundamenta en el paradigma interpretativo, a través de una lectura permanente y autoreflexiva de la realidad por medio del enfoque cualitativo, empleando el método de investigación acción y logrando la recopilación de información, donde participaron 457 actores de la comunidad educativa, que proporcionaron el sustento para la implementación de las redes de conocimiento en la Normal. Estrategias/recolección de información: se administraron encuestas, formatos de préstamo y fotografías donde se recolectaron los puntos de vista, necesidades y reflexiones acerca de los efectos de la pandemia en la forma de enseñanza y aprendizaje, evidenciando hallazgos analizados desde la reflexión y el replanteamiento de la práctica. Conclusión: La necesidad de una meta-educación fundamentada en la flexibilidad, criticidad, autonomía, autorregulación, junto con la contextualización social del individuo. Objetivo: Demonstrar as transformações no processo de ensino e aprendizagem a partir da implementação de redes de conhecimento entre professores e alunos da Escola Normal Superior Maria Auxiliadora de Villapinzón da I.E.D. Originalidade/contribuição: A contribuição inovadora baseia-se na manifestação de redes de conhecimento como uma estratégia pedagógica benéfica para a comunidade educativa, ligando alternativas na implementação das TIC, sugerindo uma hibridização para a gestão destas ferramentas na educação. Método: baseia-se no paradigma interpretativo, através de uma leitura permanente e auto-reflexiva da realidade através da abordagem qualitativa, utilizando o método de investigação de acção e conseguindo a recolha de informação, onde participaram 457 actores da comunidade educativa, que deram o apoio para a implementação de redes de conhecimento no Normal. Estratégias/coleta de informações: inquéritos, formulários de empréstimo e fotografias foram administrados para recolher pontos de vista, necessidades e reflexões sobre os efeitos da pandemia no ensino e na aprendizagem, fornecendo provas de resultados analisados com base na reflexão e repensando a prática. Conclusões: A necessidade de uma meta-educação baseada na flexibilidade, criticidade, autonomia, auto-regulação, juntamente com a contextualização social do indivíduo. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14254 10.19053/01227238.14254 Revista Historia de la Educación Latinoamericana; Vol. 24 No. 38 (2022): Adela Speretti (1865-1902); 105-125 Revista Historia de la Educación Latinoamericana; Vol. 24 Núm. 38 (2022): Adela Speretti (1865-1902); 105-125 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14254/11983 Copyright (c) 2022 REVISTA HISTORIA DE LA EDUCACIÓN LATINOAMERICANA https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Transformación redes de conocimiento enseñanza aprendizaje Transformation knowledge networks teaching learning Transformação redes de conhecimento ensino aprendizagem Cañón Núñez, Patrick Yovany García, Hasly Yanneth The role of knowledge networks in the transformation of the teaching and learning process at the Normal School |
| title | The role of knowledge networks in the transformation of the teaching and learning process at the Normal School |
| title_alt | Las Redes de conocimiento en la transformación del proceso de enseñanza y aprendizaje en la Escuela Normal Redes de conhecimento na transformação do processo de ensino e aprendizagem no Colégio de Formação de Professores |
| title_full | The role of knowledge networks in the transformation of the teaching and learning process at the Normal School |
| title_fullStr | The role of knowledge networks in the transformation of the teaching and learning process at the Normal School |
| title_full_unstemmed | The role of knowledge networks in the transformation of the teaching and learning process at the Normal School |
| title_short | The role of knowledge networks in the transformation of the teaching and learning process at the Normal School |
| title_sort | role of knowledge networks in the transformation of the teaching and learning process at the normal school |
| topic | Transformación redes de conocimiento enseñanza aprendizaje Transformation knowledge networks teaching learning Transformação redes de conhecimento ensino aprendizagem |
| topic_facet | Transformación redes de conocimiento enseñanza aprendizaje Transformation knowledge networks teaching learning Transformação redes de conhecimento ensino aprendizagem |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/14254 |
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