This page has only limited features, please log in for full access.
Professor-Researcher in Education, School of Humanities and Education, Tecnologico de Monterrey, Mexico. Doctor in Educational Innovation from Tecnologico de Monterrey. Professor at master’s degree programs in Educational Technology, and on the doctoral program in Educational Innovation. Member of the Mexican Education Research Council (COMIE) and technical manager on educational research projects of the Mexican National Council of Science and Technology (CONACYT) and on the ALFA program of the European Commission. She forms part of the National System of Researchers (SNI 1).
This study presents the profile of the participants in an online course on entrepreneurship that followed a challenge-based learning methodology and was applied to undergraduate students at a university in Mexico. Students were given challenges related to the Sustainable Development Goals (SDGs) during the course and were allowed to recognize their interest in solving these problems. This paper seeks to identify the entrepreneurial profile of university students through their experiences, interests, attitudes, and entrepreneurial skills. Although entrepreneurship courses are offered more frequently in universities, it is necessary to know the characteristics of the students’ interest and their abilities to continue strengthening them. The data were collected through a questionnaire conducted with 20 multidisciplinary participants. The analysis compared the results of those who finished the course vs. those who did not to determine the significant differences in their answers. The results showed that the participants generated sustainable business ideas that favor local and global problems. Additionally, the students showed great interest in social entrepreneurship and developing companies based on the knowledge acquired during their university studies. It is recommended to continue with the training so that these ideas can become real ventures through linkages with other actors in the entrepreneurial ecosystem and favor the solution of sustainable problems. The questionnaire instrument enabled identifying the students’ characteristics, interests, and entrepreneurial skills, which could be strengthened with other programs that train them. It was also possible to recognize skills that they did not possess before starting the e-learning course which require further strengthening.
May Portuguez Castro; Marcela Gómez Zermeño. Identifying Entrepreneurial Interest and Skills among University Students. Sustainability 2021, 13, 6995 .
AMA StyleMay Portuguez Castro, Marcela Gómez Zermeño. Identifying Entrepreneurial Interest and Skills among University Students. Sustainability. 2021; 13 (13):6995.
Chicago/Turabian StyleMay Portuguez Castro; Marcela Gómez Zermeño. 2021. "Identifying Entrepreneurial Interest and Skills among University Students." Sustainability 13, no. 13: 6995.
The use of information and communications technologies (ICTs) has emerged as an educational response amidst the COVID-19 pandemic, providing students the technological tools that enable them to acquire or strengthen the necessary digital skills to develop computational knowledge. The purpose of this study was to analyze Scratch, a programming language used to foster the teaching of computational thinking, particularly in K–12 education. A systematic literature review (SLR) was conducted, identifying 30 articles on the topic of Scratch and computational thinking in the database ProQuest Central from January 2010 to May 2020. These articles were analyzed to identify the use of Scratch worldwide and the educational impact it has on computational thinking, specifically in K–12 education. The results highlight the following: (1) countries which incorporated Scratch into their teachers’ study plans (curricula); (2) the transformation of learning environments that Scratch promotes; and (3) the importance of incorporating tools like Scratch in the current curricula and, more importantly, developing the framework for innovative ICTs capable of transforming education.
Hugo Montiel; Marcela Gomez-Zermeño. Educational Challenges for Computational Thinking in K–12 Education: A Systematic Literature Review of “Scratch” as an Innovative Programming Tool. Computers 2021, 10, 69 .
AMA StyleHugo Montiel, Marcela Gomez-Zermeño. Educational Challenges for Computational Thinking in K–12 Education: A Systematic Literature Review of “Scratch” as an Innovative Programming Tool. Computers. 2021; 10 (6):69.
Chicago/Turabian StyleHugo Montiel; Marcela Gomez-Zermeño. 2021. "Educational Challenges for Computational Thinking in K–12 Education: A Systematic Literature Review of “Scratch” as an Innovative Programming Tool." Computers 10, no. 6: 69.
La alfabetización académica es el proceso que permite el desarrollo de competencias necesarias para la comprensión y producción de textos en el ámbito de la educación superior. Esta se construye a lo largo de la formación profesional y continúa incluso en el postgrado, por lo que siempre existirán áreas de oportunidad y mejora de acuerdo con las necesidades de comunicación académica y científica. El objetivo de este trabajo fue identificar dificultades en la escritura académica de estudiantes de dos programas de maestría en línea de una universidad en el noreste de México. A través del análisis cualitativo de doce muestras escritas del estudiantado y entrevistas a cinco docentes, se pudo identificar que aspectos como la documentación, la articulación de la propia voz con las fuentes, la citación y algunos elementos de redacción son susceptibles de ser mejorados.
Marisol Rey-Castillo; Marcela Georgina Gómez-Zermeño. Dificultades en la escritura académica de estudiantes de maestría. Revista Electrónica Educare 2021, 25, 1 -19.
AMA StyleMarisol Rey-Castillo, Marcela Georgina Gómez-Zermeño. Dificultades en la escritura académica de estudiantes de maestría. Revista Electrónica Educare. 2021; 25 (2):1-19.
Chicago/Turabian StyleMarisol Rey-Castillo; Marcela Georgina Gómez-Zermeño. 2021. "Dificultades en la escritura académica de estudiantes de maestría." Revista Electrónica Educare 25, no. 2: 1-19.
Lorena Aleman; Marcela Georgina Gomez Zermeño; Bárbara Alejandra Hernández Guarneros. Online Corporate Courses: Teaching and Learning Findings for Good Practices. Ubiquitous Learning: An International Journal 2021, 14, 1 .
AMA StyleLorena Aleman, Marcela Georgina Gomez Zermeño, Bárbara Alejandra Hernández Guarneros. Online Corporate Courses: Teaching and Learning Findings for Good Practices. Ubiquitous Learning: An International Journal. 2021; 14 (1):1.
Chicago/Turabian StyleLorena Aleman; Marcela Georgina Gomez Zermeño; Bárbara Alejandra Hernández Guarneros. 2021. "Online Corporate Courses: Teaching and Learning Findings for Good Practices." Ubiquitous Learning: An International Journal 14, no. 1: 1.
Lorena Aleman de la Garza; Marcela Georgina Gomez Zermeño. Mexican Schools: A Study of the Influence of School Leadership and School Climate on Academic Performance. The International Journal of Interdisciplinary Educational Studies 2021, 16, 1 .
AMA StyleLorena Aleman de la Garza, Marcela Georgina Gomez Zermeño. Mexican Schools: A Study of the Influence of School Leadership and School Climate on Academic Performance. The International Journal of Interdisciplinary Educational Studies. 2021; 16 (2):1.
Chicago/Turabian StyleLorena Aleman de la Garza; Marcela Georgina Gomez Zermeño. 2021. "Mexican Schools: A Study of the Influence of School Leadership and School Climate on Academic Performance." The International Journal of Interdisciplinary Educational Studies 16, no. 2: 1.
El objetivo del presente estudio consistió en analizar los elementos que intervinieron en la mentoría de un curso en línea de emprendimiento con 20 estudiantes universitarios de carreras profesionales de una universidad del norte de México. En este estudio se siguió una metodología de sistematización de la experiencia educativa para profundizar en los pasos seguidos por los participantes en el proceso de mentoría y en la forma de realizar propuestas de solución. El análisis de los resultados mostró que, de cinco equipos participantes, los tres equipos que trabajaron en sesiones de mentoría realizaron una solución más estructurada que los otros dos grupos que tuvieron poca interacción con el mentor. Se identificaron obstáculos que impiden alcanzar los objetivos educativos, como son la falta de planificación del mentor y de tiempo de los estudiantes. Se concluye que las actividades descritas y los pasos sugeridos en esta investigación pueden replicarse tomando en cuenta acciones para mitigar los problemas presentados.
May Portuguez-Castro; Marcela G. Gómez-Zermeño. Mentoría en curso de emprendimiento en línea.Sistematización de una experiencia en educación superior. Formación universitaria 2020, 13, 267 -282.
AMA StyleMay Portuguez-Castro, Marcela G. Gómez-Zermeño. Mentoría en curso de emprendimiento en línea.Sistematización de una experiencia en educación superior. Formación universitaria. 2020; 13 (6):267-282.
Chicago/Turabian StyleMay Portuguez-Castro; Marcela G. Gómez-Zermeño. 2020. "Mentoría en curso de emprendimiento en línea.Sistematización de una experiencia en educación superior." Formación universitaria 13, no. 6: 267-282.
Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.
Laura Hosman; Marcela Gómez Zermeño; Lorena Alemán De La Garza. SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change. Sustainability 2020, 12, 6636 .
AMA StyleLaura Hosman, Marcela Gómez Zermeño, Lorena Alemán De La Garza. SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change. Sustainability. 2020; 12 (16):6636.
Chicago/Turabian StyleLaura Hosman; Marcela Gómez Zermeño; Lorena Alemán De La Garza. 2020. "SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change." Sustainability 12, no. 16: 6636.
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
May Portuguez Castro; Marcela Georgina Gómez Zermeño. Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education. Sustainability 2020, 12, 4063 .
AMA StyleMay Portuguez Castro, Marcela Georgina Gómez Zermeño. Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education. Sustainability. 2020; 12 (10):4063.
Chicago/Turabian StyleMay Portuguez Castro; Marcela Georgina Gómez Zermeño. 2020. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education." Sustainability 12, no. 10: 4063.
Este artículo de investigación expone los resultados de un estudio de caso sobre las políticas públicas en Colombia y su relación con la conceptualización de la calidad en la educación superior virtual. A través del análisis del discurso de un corpus seleccionado de documentos oficiales, el estudio busca responder a la pregunta: ¿qué ha significado la calidad de la educación superior virtual para el Ministerio de Educación Nacional de Colombia? En el análisis de cómo se pueden fortalecer los procesos de conceptualización, gestión y evaluación de la calidad de la educación superior virtual en el país, los resultados revelan que, si bien el concepto de calidad de la educación superior virtual no existe de forma explícita en las políticas públicas, sí se perciben ciertos significados implícitos del concepto, así como algunos mecanismos de evaluación y gestión de la calidad, entendida esta a partir de la acreditación y la certificación, el desarrollo tecnológico y los contenidos educativos.
Carolina Sanmiguel Ruiz; Lorena Yadira Alemán De La Garza; Marcela Georgina Gómez Zermeño. Concepto de la calidad de la educación superior virtual desde el análisis del discurso: el caso de las políticas en Colombia. Academia y Virtualidad 2020, 12, 31 -47.
AMA StyleCarolina Sanmiguel Ruiz, Lorena Yadira Alemán De La Garza, Marcela Georgina Gómez Zermeño. Concepto de la calidad de la educación superior virtual desde el análisis del discurso: el caso de las políticas en Colombia. Academia y Virtualidad. 2020; 12 (1):31-47.
Chicago/Turabian StyleCarolina Sanmiguel Ruiz; Lorena Yadira Alemán De La Garza; Marcela Georgina Gómez Zermeño. 2020. "Concepto de la calidad de la educación superior virtual desde el análisis del discurso: el caso de las políticas en Colombia." Academia y Virtualidad 12, no. 1: 31-47.
This research analyzed the effects of technology in teaching a financial-accounting college program and how companies benefit from financial-accounting professionals who received training in information technologies. We collected the opinion of seventeen of the enrolled students in Accounting and Finance academic programs and obtained the perspectives of eight scholars and eight employers related to this professional area of Mexico’s Higher Education System. Surveys were conducted electronically to identify if students consider beneficial the use of information technologies, both inside and outside the classroom. It was also important to investigate if scholars consider it beneficial to share technological know-how with their alumni, which will help them to obtain a better job. Finally, we analyzed the employers’ opinions, as professional recruiters for the Financial-Accounting department. The study seeks to assess if companies invest in new employees, given that they do not have previous technological knowledge at the beginning of their professional life.
Marcela Georgina Gomez Zermeño; Claudia Elsa Rodríguez Medellín. Information Technologies in Financial-Accounting Professional Courses: Perspectives from Students, Scholars, and Employers. The International Journal of Technologies in Learning 2020, 27, 1 .
AMA StyleMarcela Georgina Gomez Zermeño, Claudia Elsa Rodríguez Medellín. Information Technologies in Financial-Accounting Professional Courses: Perspectives from Students, Scholars, and Employers. The International Journal of Technologies in Learning. 2020; 27 (1):1.
Chicago/Turabian StyleMarcela Georgina Gomez Zermeño; Claudia Elsa Rodríguez Medellín. 2020. "Information Technologies in Financial-Accounting Professional Courses: Perspectives from Students, Scholars, and Employers." The International Journal of Technologies in Learning 27, no. 1: 1.
This research finds out how the implementation of educational software “Scratch” would enhance the meaningful learning of programming logic in secondary school. We worked on a quantitative approach and quasi-experimental design research, which allowed us to work with an experimental and a control group. The study was conducted at an educational institution located in the city of Aguachica Cesar, Colombia, with ninth-grade students, supported by teachers and Information and Communications Technologies. The instruments used were the non-participant observation, and a pre-test and post-test, which allowed researchers to determine the potential of the Scratch educational software for meaningful learning through the development of activities that facilitated the appropriation and strengthening of programming concepts. The relevance of motivation and methodological strategy implemented by the teacher during class generated dynamic contexts to promote meaningful learning.
Marcela Georgina Gomez Zermeño; Dayane Blanco Mejía. Development of Significant Learning through Scratch Programming Logic of Secondary School Students. The International Journal of Technologies in Learning 2020, 27, 1 .
AMA StyleMarcela Georgina Gomez Zermeño, Dayane Blanco Mejía. Development of Significant Learning through Scratch Programming Logic of Secondary School Students. The International Journal of Technologies in Learning. 2020; 27 (2):1.
Chicago/Turabian StyleMarcela Georgina Gomez Zermeño; Dayane Blanco Mejía. 2020. "Development of Significant Learning through Scratch Programming Logic of Secondary School Students." The International Journal of Technologies in Learning 27, no. 2: 1.
Lorena Aleman; Marcela Georgina Gomez Zermeño. Analysis of the Relation between Teaching Practices and Academic Performance. The International Journal of Assessment and Evaluation 2019, 26, 1 .
AMA StyleLorena Aleman, Marcela Georgina Gomez Zermeño. Analysis of the Relation between Teaching Practices and Academic Performance. The International Journal of Assessment and Evaluation. 2019; 26 (2):1.
Chicago/Turabian StyleLorena Aleman; Marcela Georgina Gomez Zermeño. 2019. "Analysis of the Relation between Teaching Practices and Academic Performance." The International Journal of Assessment and Evaluation 26, no. 2: 1.
Lorena Aleman De La Garza; Marcela Georgina Gomez Zermeño. Principal’s Leadership and School Management to Successfully Implement a Full-Time School Program. The International Journal of Educational Organization and Leadership 2019, 26, 1 .
AMA StyleLorena Aleman De La Garza, Marcela Georgina Gomez Zermeño. Principal’s Leadership and School Management to Successfully Implement a Full-Time School Program. The International Journal of Educational Organization and Leadership. 2019; 26 (1):1.
Chicago/Turabian StyleLorena Aleman De La Garza; Marcela Georgina Gomez Zermeño. 2019. "Principal’s Leadership and School Management to Successfully Implement a Full-Time School Program." The International Journal of Educational Organization and Leadership 26, no. 1: 1.
Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.
Marcela Georgina Gómez Zermeño. Strategies to identify intercultural competences in community instructors. Journal for Multicultural Education 2018, 12, 330 -342.
AMA StyleMarcela Georgina Gómez Zermeño. Strategies to identify intercultural competences in community instructors. Journal for Multicultural Education. 2018; 12 (4):330-342.
Chicago/Turabian StyleMarcela Georgina Gómez Zermeño. 2018. "Strategies to identify intercultural competences in community instructors." Journal for Multicultural Education 12, no. 4: 330-342.
En este artículo presenta un estudio sobre las dificultades que provocan la deserción de los estudiantes en los equipos de investigación formativa en educación superior. El método aplicado fue estudio de casos cualitativo; se utilizó para la recolección de datos las entrevistas, análisis de documentos, la observación y las notas de campo. Dentro de los hallazgos de la investigación se encontró que: la deserción o desintegración de un equipo de investigación desencadena serios problemas en la investigación formativa; los estudiantes tienen dificultades de investigación para, por ejemplo, la búsqueda de información; en el trabajo en equipo, por ejemplo, presentan problemas de convivencia.
Marcela Georgina Gómez-Zermeño; Raúl Emiro Toscano Miranda. Causales de deserción en equipos de investigación formativa. Revista Científica 2018, 2, 147 -156.
AMA StyleMarcela Georgina Gómez-Zermeño, Raúl Emiro Toscano Miranda. Causales de deserción en equipos de investigación formativa. Revista Científica. 2018; 2 (32):147-156.
Chicago/Turabian StyleMarcela Georgina Gómez-Zermeño; Raúl Emiro Toscano Miranda. 2018. "Causales de deserción en equipos de investigación formativa." Revista Científica 2, no. 32: 147-156.
En este estudio se identifican las dimensiones de la competencia digital que docentes de una preparatoria en el Estado de México durante el segundo semestre de 2015 deben fortalece; se aplicó una metodología cuantitativa con un diseño no experimental ex post facto, con encuestas a 12 docentes y entrevistas con cuatro docentes. Los datos se analizaron conforme a tres categorías: competencias digitales, uso de la tecnología educativa y desarrollo social y profesional, divididos en dimensiones con indicadores de las competencias a desarrollar. Los resultados mostraron como áreas de oportunidad para los docentes el uso de recursos multimedia multilingües; el diseño de recursos con tecnología avanzada para crear, publicar y compartir material en espacios virtuales de aprendizaje; utilizar las redes sociales para compartir conocimiento con colegas y crecer profesionalmente; las TIC como medio de especialización y desarrollo profesional para acceder a fuentes que mejoren la práctica diaria, y herramientas de comunicación vía Internet.Digital competence in high school teachers as a means for educational innovationAbstractThis study identifies the dimensions of digital competence that teachers of a high school in the State of Mexico during the second semester of 2015 should strengthen; a quantitative methodology with an ex-post-facto non-experimental design was applied, with surveys of 12 teachers and interviews with four teachers. The data was analyzed according to three categories: digital competences, use of educational technology and social and professional development, divided into dimensions with indicators of the competences to be developed. The results showed several areas of opportunity for teachers: the use of multilingual multimedia resources; the design of resources with advanced technology to create, publish and share material in virtual learning spaces; use of social networks to share knowledge with colleagues and professional growth; ICT as a means of specialization and professional development to access sources that improve daily practice, and communication tools via the Internet.Recibido: 02 de febrero de 2017Aceptado: 02 de octubre de 2017
Haydeé Genoveva Bustos López; Marcela Georgina Gómez Zermeño. La competencia digital en docentes de preparatoria como medio para la innovación educativa. CPU-e, Revista de Investigación Educativa 2018, 66 -86.
AMA StyleHaydeé Genoveva Bustos López, Marcela Georgina Gómez Zermeño. La competencia digital en docentes de preparatoria como medio para la innovación educativa. CPU-e, Revista de Investigación Educativa. 2018; (26):66-86.
Chicago/Turabian StyleHaydeé Genoveva Bustos López; Marcela Georgina Gómez Zermeño. 2018. "La competencia digital en docentes de preparatoria como medio para la innovación educativa." CPU-e, Revista de Investigación Educativa , no. 26: 66-86.
Dropping out from the school system at High School level has been a problem for several years; high levels of mathematics’ failing have been a recurring situation. This paper discusses how academic virtual counseling might be a tool to help students in math class. The methodological approach is based in the non-experimental, longitudinal model evolution and in the designs of evolutionary group analysis, we stated the possibility to generalize the results of the use of technological resources in the teaching of mathematics in order to find out if it is possible to improve the levels of students at a school in upper level education. According to this research, the use of educational platforms as a resource for the subject of mathematics represents not only a technological tool for teachers but also offers students the opportunity to view this subject as an academic challenge to overcome
Marcela Gómez-Zermeño; Héctor Franco-Gutiérrez. The use of educational platforms as teaching resource in mathematics. Journal of Technology and Science Education 2018, 8, 63 -71.
AMA StyleMarcela Gómez-Zermeño, Héctor Franco-Gutiérrez. The use of educational platforms as teaching resource in mathematics. Journal of Technology and Science Education. 2018; 8 (1):63-71.
Chicago/Turabian StyleMarcela Gómez-Zermeño; Héctor Franco-Gutiérrez. 2018. "The use of educational platforms as teaching resource in mathematics." Journal of Technology and Science Education 8, no. 1: 63-71.
Manuel Baltodano; Marcela Georgina Gomez-Zermeno. Pedagogical, Curricular and Didactic Elements Involved in the Creation of an E-Learning Environment: The Case of a Costa Rican University. Turkish Online Journal of Distance Education 2017, 104 -119.
AMA StyleManuel Baltodano, Marcela Georgina Gomez-Zermeno. Pedagogical, Curricular and Didactic Elements Involved in the Creation of an E-Learning Environment: The Case of a Costa Rican University. Turkish Online Journal of Distance Education. 2017; ():104-119.
Chicago/Turabian StyleManuel Baltodano; Marcela Georgina Gomez-Zermeno. 2017. "Pedagogical, Curricular and Didactic Elements Involved in the Creation of an E-Learning Environment: The Case of a Costa Rican University." Turkish Online Journal of Distance Education , no. : 104-119.
This pilot- study focused on the evaluation of Learning Objects for face-to-face and online education, proposing a set of quality indicators for design teams to consider while selecting learning material. The aim was to find out whether the Learning Objects were suitable enough to be used and/or reused. A sample of teachers, tutors and computer technicians of a graduate program in a Colombian university participated in the study. To analyze the data collected, indicators for the evaluation of the quality of Learning Objects were based on three main aspects: the role of the tutor and their previous experience, the design process, and the evaluation of the learning object. Conclusions established that a standardization of Learning Objects may be difficult, however, in order to be usable and reusable, these Learning Objects must all be flexible to adapt to students’ needs.
Margarita María Ayala Doval; Marcela Georgina Gómez-Zermeño. SELECTION AND QUALITY OF LEARNING OBJECTS. ARE THEY USABLE AND REUSABLE? Information Technologies and Learning Tools 2017, 59, 28 .
AMA StyleMargarita María Ayala Doval, Marcela Georgina Gómez-Zermeño. SELECTION AND QUALITY OF LEARNING OBJECTS. ARE THEY USABLE AND REUSABLE? Information Technologies and Learning Tools. 2017; 59 (3):28.
Chicago/Turabian StyleMargarita María Ayala Doval; Marcela Georgina Gómez-Zermeño. 2017. "SELECTION AND QUALITY OF LEARNING OBJECTS. ARE THEY USABLE AND REUSABLE?" Information Technologies and Learning Tools 59, no. 3: 28.
This research enquires about the Information and Communication Technologies preferences of students, teachers, and school principals in the teaching-learning process of a second language in 9th grade in two settings: Spanish for the Huichol people in a remote rural area and English for a private school in the city. The first case is situated in a rural Huichol community in the high mountain area of Jalisco, Mexico. The second one is located in a wealthy neighborhood in the Western Metropolitan area of Mexico City. A qualitative methodology with a heuristic and ethnographic design to investigate the reality of the daily use of technologies in both contexts for learning a second language. The instruments were the participant observation and in-depth interviews. Among the key findings are: (a) the participants tend to favor the use of technology for second language learning, (b) the bandwidth and the speed of the Internet is crucial to strengthen the immersion into the culture of a second language, (c) Educational communities support electronic enquiring, (d) there are similarities in the preferred search engines between the two populations, (e) the equity of education is hindered by school desertions, and (f) educational innovation requires that similar investigations take place to foster a full performance in the society of knowledge.
Raúl César Romero González; Marcela Georgina Gómez Zermeño. Technological preferences for teaching-learning a second language in Huichol communities and private high-schools in Mexico. Journal of Language and Cultural Education 2017, 5, 70 -79.
AMA StyleRaúl César Romero González, Marcela Georgina Gómez Zermeño. Technological preferences for teaching-learning a second language in Huichol communities and private high-schools in Mexico. Journal of Language and Cultural Education. 2017; 5 (2):70-79.
Chicago/Turabian StyleRaúl César Romero González; Marcela Georgina Gómez Zermeño. 2017. "Technological preferences for teaching-learning a second language in Huichol communities and private high-schools in Mexico." Journal of Language and Cultural Education 5, no. 2: 70-79.