Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics
Initially, it is necessary to infer the way in which teachers contribute knowledge to thesmart classroom. To this end, the objective of this study, as the basis of the educationalenvironment and within digital pedagogy, manifests the didactic ability as a technicality ofinstruction. However, this re...
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| Format: | Article |
| Language: | Spanish |
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Universidad de Ciego de Ávila Máximo Gómez Báez
2025-01-01
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| Series: | Educación y Sociedad |
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| Online Access: | https://doi.org/10.5281/zenodo.14743292 |
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| author | Williams Basantes-Valverde Daysi Astudillo-Condo Katherine Tixi-Gallegos |
| author_facet | Williams Basantes-Valverde Daysi Astudillo-Condo Katherine Tixi-Gallegos |
| author_sort | Williams Basantes-Valverde |
| collection | DOAJ |
| description | Initially, it is necessary to infer the way in which teachers contribute knowledge to thesmart classroom. To this end, the objective of this study, as the basis of the educationalenvironment and within digital pedagogy, manifests the didactic ability as a technicality ofinstruction. However, this research is based on the prism methodology and the bibliographyadmits technology as a bastion of ubiquity in resulting edges. Thus, digital connection isconsidered as the driving force of learning and its competencies are focus strategies. As muchas these serve as educational tools in the digital age, they promote knowledge and expose,as derivation, cognitive thinking; safeguarding, in the classroom universe, competencies as astandard and establishing digitalization as the foundation of learning. Finally, in their search,technological instruments and computational certainty supported a practical assumption; caseof Mathematics in an Ecuadorian University. |
| format | Article |
| id | doaj-art-ebb29e78d4454e398e83f3cf2efbdf4b |
| institution | Kabale University |
| issn | 1811-9034 |
| language | Spanish |
| publishDate | 2025-01-01 |
| publisher | Universidad de Ciego de Ávila Máximo Gómez Báez |
| record_format | Article |
| series | Educación y Sociedad |
| spelling | doaj-art-ebb29e78d4454e398e83f3cf2efbdf4b2025-02-03T07:22:34ZspaUniversidad de Ciego de Ávila Máximo Gómez BáezEducación y Sociedad1811-90342025-01-01231200214Digitalization, as focal tactical strategy, within collaborativelearning; case study: MathematicsWilliams Basantes-Valverde0https://orcid.org/0000-0002-7352-6455Daysi Astudillo-Condo1https://orcid.org/0000-0002-6608-9269Katherine Tixi-Gallegos2https://orcid.org/0000-0002-7545-9671Universidad Nacional de Educación a Distancia, Spain.Universidad Nacional de Chimborazo, Ecuador.Escuela Superior Politécnica de Chimborazo, Ecuador.Initially, it is necessary to infer the way in which teachers contribute knowledge to thesmart classroom. To this end, the objective of this study, as the basis of the educationalenvironment and within digital pedagogy, manifests the didactic ability as a technicality ofinstruction. However, this research is based on the prism methodology and the bibliographyadmits technology as a bastion of ubiquity in resulting edges. Thus, digital connection isconsidered as the driving force of learning and its competencies are focus strategies. As muchas these serve as educational tools in the digital age, they promote knowledge and expose,as derivation, cognitive thinking; safeguarding, in the classroom universe, competencies as astandard and establishing digitalization as the foundation of learning. Finally, in their search,technological instruments and computational certainty supported a practical assumption; caseof Mathematics in an Ecuadorian University.https://doi.org/10.5281/zenodo.14743292mathematicslearningdigitalizationeducationinternet |
| spellingShingle | Williams Basantes-Valverde Daysi Astudillo-Condo Katherine Tixi-Gallegos Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics Educación y Sociedad mathematics learning digitalization education internet |
| title | Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics |
| title_full | Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics |
| title_fullStr | Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics |
| title_full_unstemmed | Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics |
| title_short | Digitalization, as focal tactical strategy, within collaborativelearning; case study: Mathematics |
| title_sort | digitalization as focal tactical strategy within collaborativelearning case study mathematics |
| topic | mathematics learning digitalization education internet |
| url | https://doi.org/10.5281/zenodo.14743292 |
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