Publication: Tecnologías emergentes en el proceso de enseñanza-
aprendizaje: hacia el desarrollo del pensamiento crítico
Authors
Lengua Cantero, Claudia ; Bernal Oviedo, Giany ; Flórez Barboza, Wilson ; Velandia Feria, Miguel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.435611
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info:eu-repo/semantics/article
Description
Abstract
El uso de las tecnologías de la información, como mediación entre los procesos de enseñanza-
aprendizaje, han supuesto la concepción y el diseño de nuevos paradigmas que coadyuven a
definir nuevas propuestas didácticas y pedagógicas, con el objetivo de propiciar espacios y
metodologías que trascienden a las tradicionales. El presente estudio se centró en
caracterizar el uso de las tecnologías emergentes (TE) como mediación para el desarrollo del
pensamiento crítico en los diez últimos años. En este sentido, se analizó el uso de la
inteligencia artificial en la educación, sus características y la arquitectura de los sistemas
expertos. El método utilizado para la recolección de la información fue el análisis documental
de diferentes artículos científicos. Se concluye que las tecnologías emergentes son un agente
científico que se caracterizan por mantenerse en constante evolución y que en los últimos
años se han situado como una de las tendencias con mayor desarrollo en el campo educativo.
No obstante, en el caso concreto de la inteligencia artificial, esta no ha alcanzado su estado
de madurez aún y no se evidencian estudios que la relacionen con el desarrollo del
pensamiento crítico.
The use of information technologies, as mediation between the learning-teaching processes, has supposed the conception and new design of paradigms that helps to define new didactic and pedagogical proposals, with the objective of propitiating places and methodologies that transcend the traditional ones. This research it is focused on characterize the use of emerging technologies (ET) as mediation for critical thinking development in the last ten years. In this sense, the use of artificial intelligence in education, its characteristics and the expert systems architecture were analysed. The method used to collect the information was the documentary analysis of different scientific articles. It is concluded that emerging technologies are a scientific agent that are characterized by constant evolution and that in the last years they have become one of the most developed trends in the field of education. However, in the specific case of artificial intelligence, it has not yet reached its state of maturity and there is no evidence of studies that relate it to the critical thinking development.
The use of information technologies, as mediation between the learning-teaching processes, has supposed the conception and new design of paradigms that helps to define new didactic and pedagogical proposals, with the objective of propitiating places and methodologies that transcend the traditional ones. This research it is focused on characterize the use of emerging technologies (ET) as mediation for critical thinking development in the last ten years. In this sense, the use of artificial intelligence in education, its characteristics and the expert systems architecture were analysed. The method used to collect the information was the documentary analysis of different scientific articles. It is concluded that emerging technologies are a scientific agent that are characterized by constant evolution and that in the last years they have become one of the most developed trends in the field of education. However, in the specific case of artificial intelligence, it has not yet reached its state of maturity and there is no evidence of studies that relate it to the critical thinking development.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, N. 3, V. 23, 2020
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