New Perspectives in Science Education
Promoting the Use of Technologies in the Classroom through a Reinterpretation of the Critical Notion of Quality
Édgar Giovanni Rodríguez Cuberos, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
José Rojas Palomares, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Julio Riveros Gaviria, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Martha Ramos Uribe, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Sara Pérez Gutiérrez, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Yuly Perafán Herrera, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Abstract
Many countries and societies are undergoing a growth phase that requires greater technological competitiveness. At times, this depends not only on budgets, market dynamics, and capabilities but also on a culture centered on innovation, science, and technology—viewed through the lens of equity and social development. Stemming from research aimed at identifying factors related to technology adoption and use across various educational contexts in the country, this study focuses on pinpointing additional factors—rooted in teaching practices—that influence science and technology education (Rodríguez Cuberos, 2024). In this regard, the research reveals that the misinterpretation of quality assurance systems has slowed down academic support processes; consequently, teachers find themselves bogged down by paperwork and bureaucracy rather than focusing on developing projects that foster student innovation and creativity. Therefore, the study proposes addressing this critical situation by alleviating the workload, thereby enriching educational practice through projects backed by institutional guarantees—such as allocated time, monitoring, and budgets with scalable goals—rather than merely requiring the completion of audit forms. Furthermore, the study highlights significant historical contributions to education that align with key technological milestones; yet, these contributions fail to transform the country's realities or alter its precarious, marginalized position regarding technology, innovation, and research—a situation resulting from the Colombian educational system.
Keywords: Educational strategies, Learning Spaces, quality in education, ICT
REFERENCES
[1] GPE (2024). Making technology work for education transformation goals: a partnership approach for action. https://www.globalpartnership.org/node/document/download?file=document/file/2024-10-making-technology-education-transformation-goals-partnership-approach.pdf
[2] Ministerio TIC. Estrategia Nacional Digital de Colombia 2023 – 2026. https://www.mintic.gov.co/portal/715/articles-334120_recurso_1.pdf
[3] Rodríguez Cuberos, E. G. (2024). Diseño de Ambientes de Aprendizaje (DAA) como Praxis Investigativa Educativa Multidisciplinar. Revista De Divulgación Shimmering Words: Research and Pedagogy E-Journal, 13(1), 9-21. https://revistas.santototunja.edu.co/index.php/shimmering/article/view/3007
