This study systematically reviews, classifies and synthesizes the research related to Emerging Technologies (ETs) in the field of formal education between 2006 and 2016, aiming to identify areas of uncertainty for future research. In addition, this study is a tool to guide teachers in their decision making when incorporating technologies in the classroom. The research approach was mixed and it analyzed 288 studies that met the inclusion criteria. Results show that all the studies aimed to improve and to transform the different educational processes through the incorporation of ETs. The most used methodology was qualitative research; the survey was the most widely used instrument; the most affected population was the students in the context of higher education; the competences to improve was critical thinking, followed by problem solving, collaborative work, creative thinking, and decision-making. Emerging Technologies (ETs) are contextual, adaptable, evolving, ubiquitous, disruptive, innovative, complementary and generate a degree of uncertainty, they can be complex, accessible, functional, easy to use, interactive and it found that Web 2.0 technologies are the most used in the studies.

Este estudio explora las percepciones de los estudiantes de básica secundaria y media sobre la estrategia Aprende en Casa implementada durante la pandemia (COVID-19) en el Área de Matemáticas del Colegio la Aurora IE, jornada mañana, ubicado en Bogotá-Colombia. Se utilizó un análisis de contenido inductivo cualitativo donde participaron 174 estudiantes y los datos fueron recolectados mediante una guía de aprendizaje. Las percepciones, tanto positivas como negativas, se agruparon en lo académico (guía autocontenida + TIC, competencias, procesos, actores e infraestructura), en lo social (cumplimiento de la norma, pensar en el otro, compartir en la familia, falta de socialización) y en lo personal (problemas de salud y actividades de tiempo libre). Los resultados permiten a los docentes reconfigurar su práctica para mejorar en los aspectos que influyeron en las percepciones negativas, y a las instituciones educativas empezar el camino de la transformación digital con el uso de las TIC para mejorar los procesos educativos.

This project was conceived and executed as a case study in early childhood, given its methodological characteristics and approach. It focused on exploring a pedagogical and research initiative in a real and defined context: a public school in the town of Usme, Bogotá, Colombia. Its main objective was the creation of a school garden to strengthen environmental awareness and develop scientific skills in children. The methodology of the ONDAS program was used, which offers the possibility of putting children at the center of the research by giving them the role of co-researchers. The project was carried out in three phases: (1) Planning, where the research group was formed (22 children and 2 teachers), the need and research question were identified, and the research approach (qualitative) was determined. (2) Development, in which the intervention was designed and implemented, information was collected through the instruments of participant observation, portfolio and survey, and the triangulation of information was performed. (3) Communication, where the children shared their learning at different times and in different spaces. The results of the project showed that the children were able to develop scientific skills such as curiosity, observation, questioning and creating hypotheses, as well as creating possibilities to answer them. They also achieved an important approach to nature, which allowed them to develop an environmental awareness based on the knowledge of different natural processes, the benefits they provide and the significant role that human beings have in the care of the natural environment.

This article aims to design, implement and validate a model of incorporation of emerging technologies in the classroom using a design-based research methodology through two iterative cycles. In the first iterative cycle, this model was validated by 8 experts and implemented by 13 public school teachers from Bogotá-Colombia. The second cycle was validated and implemented by 25 teachers. A univariate statistical analysis was used to describe the samples in each cycle as well as content analysis to determine the different components of the model. The model is composed of four conditioning factors: motivation, infrastructure, ICT competencies and perceived usefulness; four principles: teacher reflection, pedagogical flexibility, dialogical communication and roles; two recommendations: temporality of the phases and peer-to-peer work and six phases: initial reflection, context analysis, pedagogical foundation, didactic application, implementation and finally evaluation.

This study examined changes in the attitudes of early childhood teachers resulting from their participation in the ONDAS Training Program, a Colombian government strategy designed to strengthen professional skills and dispositions through reflective practice and the integration of research into training. A quantitative, non-experimental longitudinal design with a descriptive-comparative scope was employed. The sample consisted of 56 female teachers evaluated before and after the program. The 12-month intervention combined a three-module virtual course on innovation, research, and academic writing with an editorial stage and expert mentoring. Data were collected through a validated survey on three dimensions: support and resources, research skills, and pedagogical appropriation. Analyses applied descriptive statistics and intra-group non-parametric tests, with the Benjamini–Hochberg adjustment used to control Type I error. The results revealed improvements in research skills, stronger pedagogical appropriation, and more positive evaluations of support and resources. These transformations also included shifts in teachers’ attitudes toward research, greater openness to feedback, and increased confidence in implementing innovative proposals. Findings confirm that early childhood teacher education is a complex process that benefits from reflective, collaborative, and situated approaches, underscoring the program’s role in strengthening professional competences and enhancing teachers’ ability to critically examine practice and adapt to diverse educational contexts. Importantly, these results provide evidence to inform national teacher training strategies in Colombia, offering practical guidance for policymakers and institutions seeking to strengthen research-based, reflective, and contextually responsive professional development programs.

¿Cómo enfrentar los desafíos de la educación en tiempos de pandemia? ¿Qué herramientas y estrategias pueden utilizar las instituciones educativas para garantizar la calidad y la equidad en el aprendizaje? ¿Qué experiencias exitosas se han desarrollado en Colombia para innovar en la educación superior con el apoyo de la tecnología? Estas son algunas de las preguntas que se responden en el libro Experiencias innovadoras en la educación superior colombiana. Esta publicación es el resultado de una investigación que recoge diez casos de universidades colombianas que han logrado transformar sus prácticas pedagógicas y adaptarse a la nueva realidad. En sus tres secciones, se ofrece un panorama amplio y diverso de las posibilidades que da la tecnología para mejorar la enseñanza y el aprendizaje. Aquí el lector encontrará ejemplos y casos de cómo los docentes han logrado modificar sus estrategias didácticas, cómo las instituciones han adoptado soluciones tecnológicas y educativas, y de qué forma los estudiantes han desarrollado competencias profesionales y habilidades para el mundo laboral, gracias a la apropiación y uso adecuado de nuevas herramientas que les permiten interactuar y comprender las temáticas de manera más profunda y contextualizada. Este libro funciona como fuente de inspiración y orientación para todas aquellas personas e instituciones interesadas en innovar en la educación con el uso de la tecnología. Es una apuesta por dar a conocer las experiencias más relevantes y exitosas de la educación superior colombiana en tiempos de pandemia.