New Perspectives in Science Education
Educational Projects in Technology that Go Beyond Lobbies and Have a Local Focus
Édgar Giovanni Rodríguez Cuberos, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Yusbandi Bustos García, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Loren Carrillo Duarte, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Luz Fernández Durán, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Wendy Fernández Hurtado, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Saúl Herrera Osorio, Fundación Universitaria Minuto de Dios UNIMINUTO (Colombia)
Abstract
Currently, the rapid pace at which various technologies are being integrated into the educational field makes it difficult to analyze their impact on short-, medium-, and long-term learning processes. While indicators readily show the integration of emerging technologies into educational settings, they fail to reveal how these applications foster enhanced creative capabilities, the development of complex thinking, or a distinct aesthetic that influences the shaping of citizenship (Rodríguez Cuberos, 2024). Stemming from research aimed at identifying factors related to the adoption and use of technologies across the country's diverse educational contexts, this specific focus examines the prevailing discourses surrounding transparency and accountability in public education policy; it highlights the absence of processes that look beyond the mere mechanics of technological use, implementation, and adoption. In this regard, the research reveals that policies and changes in government are closely linked to procurement lobbying rather than to a long-term strategy for science and technology. The issue transcends political parties or ideologies, as it has become normalized to view science and technology solely as matters of investment rather than as components of a philosophy or long-term educational vision. Consequently, there is an urgent need for science and technology education strategies that are guided by a clear, long-term national vision and responsive to current geopolitical shifts, thereby establishing a link between scientific-technological culture and national development and progress. Furthermore, the study demonstrates how, over the past 25 years, public policy discourses on science and technology have been driven by global interests rather than by an understanding of the strategic and forward-looking role our country should play in science, technique, and technology—a role that should be defined by our resources and the need to alleviate poverty and inequality.
Keywords: Educational strategies, Learning Spaces, Politics and technologies, ICTs
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] Marcus-Quinn, A., & McCoy, S. (2024). Future Proofing Schools: Bringing School Policies into the AI Era, Working Paper. https://osf.io/preprints/edarxiv/mujkh_v2
[3] Ministerio de Educación Nacional. (2021). Lineamientos para el desarrollo de competencias digitales en educación superior. Bogotá, Colombia.
[4] 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
