Aprender en la era digital: estrategias para la educación del siglo XXI

Autores/as

Joselin Maritza Vera García, Universidad Estatal Península de Santa Elena; Ángel Aurelio Morocho Macas, Universidad Católica de Cuenca; Yomar Rocío Pardo Villalta, Universidad Nacional de Loja; Boris Daniel Álava Jordán, Ministerio de Educación; Dalia Alexandra Palacios López, Ministerio de Educación; Evelyn Katherine Cañizares Oleas, Ministerio de Educación; María del Cisne López Cabrera, Ministerio de Educación; Rosa Elizabeth Albuja Quillupangui, Ministerio de Educación; Andrea Estefanía Jácome Riofrío, Ministerio de Educación; Erika Estefanía Suárez Merejildo, Unidad Educativa Teodoro Wolf; Laura Graciela Rivera Flores, Unidad Educativa Teodoro Wolf
DOI: https://doi.org/10.58995/lb.redlic.62

Palabras clave:

educación, era digital, tecnología educativa, estrategias, enseñanza, aprendizaje, docencia

Sinopsis

PRÓLOGO

Los cambios que atraviesa la educación en la actualidad no son incidentales ni superficiales. Somos testigos de una reconfiguración profunda del ecosistema formativo, marcado por la inserción transversal de tecnologías digitales que interpelan no solo las prácticas docentes, sino también los marcos institucionales, las relaciones de poder y los propios sentidos del aprender. Por ello, este libro, mediante el pensamiento riguroso, informado y comprometido, genera una transformación educativa sustantiva. El texto propone una mirada analítica y estratégica sobre los desafíos y posibilidades que abre la educación digital en el siglo XXI. Por lo tanto, no es un catálogo de herramientas digitales ni una apología del tecnologicismo.

Esta obra, a través de sus capítulos, despliega un itinerario temático que inicia por las transformaciones estructurales del sistema educativo ante la digitalización, y avanza hacia el estudio de las teorías del aprendizaje, las competencias digitales, las pedagogías emergentes, la inclusión, la inteligencia artificial, la evaluación automatizada y la ética de los datos. De esta manera, se concibe cada sección no solo para describir fenómenos, sino para problematizarlos en su dimensión social, política, epistemológica y pedagógica.

Uno de los mayores méritos de esta obra es que no simplifica la complejidad del presente. Al contrario, asume que los procesos de digitalización no ocurren en el vacío, sino en contextos atravesados por la desigualdad, tensiones culturales y decisiones institucionales que deben ser examinadas críticamente. Por ello se analizan temas como la soberanía tecnológica, la justicia algorítmica o la gobernanza de datos educativos, que muchas veces se ignoran en discursos tecnoutópicos o reducidos a cuestiones de eficiencia. De tal manera, que la educación digital, si ha de ser verdaderamente transformadora, necesita mucho más que conectividad y plataformas. Requiere pensamiento pedagógico, marco ético, voluntad política y sensibilidad social.

Este libro se escribe desde esa conciencia, y por eso constituye una contribución relevante no solo para quienes investigan o enseñan sobre tecnología educativa, sino para todos los actores que están pensando el futuro de la educación como derecho público. No ofrece respuestas fáciles, pero sí las preguntas correctas. No impone modelos, pero abre caminos. Y, sobre todo, nos recuerda que, en tiempos de aceleración tecnológica, pensar con cuidado sigue siendo un acto profundamente transformador.

Angel Aurelio Morocho Macas

Universidad Católica de Cuenca

Universidad Santander

 

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Akhmedova, I. (2024). Digitalization and pedagogy: The evolution of teaching theories in the 21st century. International Journal of Management and Economics Fundamental. https://doi.org/10.37547/ijmef/volume04issue12-12

Bacalja, A., Aguilera, E., & Castrillón-Ángel, E. F. (2021). Critical digital literacy. In The handbook of critical literacies. https://doi.org/10.4324/9781003023425-43

Bajac, M., & Fišer, M. (2024). Digital transformation and new educational paradigm. Social Informatics Journal. https://doi.org/10.58898/sij.v3i1.01-08

Banerjee, S., Banerjee, R., Gulati, C., & Chauhan, A. S. (2024). Gamification: An emerging educational technology for student learning. In 2024 2nd International Conference on Recent Trends in Microelectronics, Automation, Computing and Communications Systems (ICMACC). https://doi.org/10.1109/ICMACC62921.2024.10894409

Barron, B. (2004). Learning ecologies for technological fluency: gender and experience differences. Journal of Educational Computing Research, 31, 1-36. doi: 10.2190/1N20-VV12-4RB5-33VA

Bitegeko, R. M., Lawrent, G., & Cosmas, J. K. (2024). Assessment of student-teachers' digital competencies across educational aspects: The current status and areas for improvement. Educational Dimension. https://doi.org/10.55056/ed.785

Bojukrapan, S., Laoha, R., & Jantakoon, T. (2023). Synthesizing digital teacher competencies for teaching profession students in higher education. Higher Education Studies, 13(4), 227–237. https://doi.org/10.5539/hes.v13n4p227

Buzykova, Y. S., & Gafiatulina, E. S. (2020). Digital teacher competencies and their indicators. Transport Technician: Education and Practice. https://doi.org/10.46684/2687-1033.2020.4.278-282

Chorosova, O., Protodyakonova, G., Gerasimova, R., Aetdinova, R., Niyazbekova, S., & Zakharov, N. (2020). Qualimetric approach to evaluating digital competencies of teachers. Journal of Social Sciences and Education. https://doi.org/10.32014/2020.2518-1467.198

Clark, K., Duckham, M., Guillemin, M., Hunter, A., & Slattery, M. (2015). Guidelines for the ethical use of digital data in human research. Humanitas, 5. https://prism.edu.au/wp-content/uploads/2019/02/Ethical-Use-of-Digital-Data.pdf

Dhakal, B. P. (2023). Digital pedagogy: An effective model for 21st century education. Academic Journal of Mathematics Education, 5(1). https://doi.org/10.3126/ajme.v5i1.54534

Di Pietro, G., Biagi, F., Costa, P., Karpiński, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. Publications Office of the European Union. https://doi.org/10.2760/126686

Donate-Beby, B., García-Peñalvo, F. J., & Amo Filvà, D. (2024). Data literacy questionnaire for educators. In 2024 International Symposium on Computers in Education (SIIE). https://doi.org/10.1109/SIIE63180.2024.10604607

Dumbuya, E. (2024). Personalized learning through artificial intelligence: Revolutionizing education. International Journal of Science and Research Archive, 13(2). https://doi.org/10.30574/ijsra.2024.13.2.2487

Eke, D., & Stahl, B. (2024). Ethics in the governance of data and digital technology: An analysis of European data regulations and policies. Digital Society, 3(11). https://doi.org/10.1007/s44206-024-00101-6

Eubanks, V. (2018). Automating inequality: How high-tech tools profile, police, and punish the poor. St. Martin’s Press.

Fawns, T., Aitken, G., & Jones, D. (2020). Ecological teaching evaluation vs the datafication of quality: Understanding education with, and around, data. Postdigital Science and Education, 3(1), 65–82. https://doi.org/10.1007/s42438-020-00109-4

Fernández, L. D., & Hadiyanti, K. M. W. (2023). Pre-service teachers’ digital competencies: A transformative medium toward language teaching. KOLITA. https://doi.org/10.25170/kolita.21.4852

Floridi, L. (2018). Soft ethics, the governance of the digital and the GDPR. Philosophical Transactions of the Royal Society A. https://doi.org/10.1098/rsta.2018.0081

Gainer, J. (2012). Critical thinking: Foundational for digital literacies and democracy. Journal of Adolescent & Adult Literacy, 56(1), 14–17. https://doi.org/10.1002/JAAL.00096

Garifullina, N. A., & Gilmanov, M. M. (2024). Digital transformation as a key direction in the evolution of modern education. EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA. https://doi.org/10.36871/ek.up.p.r.2024.08.03.011

Gitadewi, A. J. (2024). Optimizing digital literacy through problem-based learning models to improve student’s critical thinking skills. International Journal of Current Educational Research. https://doi.org/10.53621/ijocer.v3i2.379

Hakimi, L., Eynon, R., & Murphy, V. (2021). The ethics of using digital trace data in education: A thematic review. Review of Educational Research, 91(5), 671–717. https://doi.org/10.3102/00346543211020116

Hillman, V. (2022). Bringing in the technological, ethical, educational and social-structural for a new education data governance. Learning, Media and Technology, 48(2), 122–137. https://doi.org/10.1080/17439884.2022.2052313

Hurskaya, V., Mykhaylenko, S., Kartashova, Z., Kushevska, N., & Zaverukha, Y. (2024). Assessment and evaluation methods for 21st century education. Futurity Education. https://doi.org/10.57125/fed.2024.12.25.01

Irvan, I. A., & Annur, S. (2024). Enhancing personalized learning through artificial intelligence (AI) in Education 5.0. In Proceedings of International Conference on Education and Sharia. https://doi.org/10.62097/ices.v124.104

Javadi, M., Chung, M. S. M., Fard, N. G., & Miskat, M. (2023). A data governance literature review in education sector. In Proceedings of the International Conference on Computational Science and Computational Intelligence. https://doi.org/10.1109/CSCI62032.2023.00275

Jian, M. J. K., & Omar, O. (2023). Personalized learning through AI. Advances in Engineering Innovation. https://doi.org/10.54254/2977-3903/5/2023039

Jurčević, R., & Horvat, Z. (2023). Digital pedagogy as a response to the challenges of contemporary education. Školski Vjesnik. https://doi.org/10.38003/sv.72.2.11

Kaspi, S., & Venkatraman, S. (2023). Data-driven decision-making (DDDM) for higher education assessments. Systems, 11(306). https://doi.org/10.3390/systems11060306

Kelly, B., Phipps, L., & Swift, E. (2021). Developing a holistic approach for e-learning accessibility. Education and Information Technologies, 26(2), 223–238. https://doi.org/10.1007/s10639-020-10371-9

Kok, C., Koh, Y. Y., Ho, C. K., Teo, T. H., & Lee, C. (2024). Enhancing learning: Gamification and immersive experiences with AI. In TENCON 2024 - IEEE Region 10 Conference. https://doi.org/10.1109/TENCON61640.2024.10902870

Korol, A., & Vorotnitsky, Y. I. (2022). Digital transformation of education and challenges of the 21st century. Vysshee Obrazovanie v Rossii, 31(6), 48–61. https://doi.org/10.31992/0869-3617-2022-31-6-48-61

Koseda, E., Cohen, I. K., McIntosh, B., & Cooper, J. (2024). Internationalisation and digital transformation in HEIs: The impact of education 4.0 on teaching, learning and assessment. Policy Futures in Education. https://doi.org/10.1177/14782103241226531

Kotlyarova, I. O. (2022). Digital transformation of education as innovation. Bulletin of the South Ural State University. https://doi.org/10.14529/ped220101

Loos, L. A., & Crosby, M. (2017). Gamification methods in higher education. In Lecture Notes in Computer Science. https://doi.org/10.1007/978-3-319-58509-3_37

Manajemen, J., Ismuni, M., Usman, M., & Choiriyah, S. (2024). Digital trends and 21st century competencies in educational transformation. Kontigensi: Jurnal Ilmiah Manajemen, 12(2). https://doi.org/10.56457/jimk.v12i2.649

Manggopa, H., & Kumampung, D. R. H. (2023). Effective strategies using digital literacy for empowering critical thinking in higher education. International Journal of Information Technology and Education, 2(3). https://doi.org/10.62711/ijite.v2i3.135

Maria, A., Espinosa, M. P., & Porlan, I. G. (2022). Data-driven decision making as a model to improve in primary education. Journal of Education and e-Learning Research, 10(1), 13–22. https://doi.org/10.20448/jeelr.v10i1.4337

Mosquete, J. K. A., & Libago, M. A. R. P. (2025). The influence of digital literacy and information literacy on critical thinking skills among teacher education students. EPRA International Journal of Multidisciplinary Research (IJMR). https://doi.org/10.36713/epra19905

Najjar, E. A., & Salhab, R. (2022). Position paper: Gamification in the learning process. International Journal of Online and Biomedical Engineering, 18. https://doi.org/10.3991/ijoe.v18i01.26609

Napitupulu, M. H., Muddin, A., Bagiya, B., Diana, S., & Rosyidah, N. S. (2024). Teacher professional development in the digital age: Strategies for integrating technology and pedagogy. Global International Journal of Innovative Research. https://doi.org/10.59613/global.v2i10.334

Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. NYU Press.

Palamas, D., Alinsod, A., & Capunitan, P. (2019). Digital assessment: Empowering 21st century teachers. JPAIR Institutional Research, 13(1). https://doi.org/10.7719/irj.v13i1.779

Panduwinata, L., & Setiawati, F. (2024). Digital literacy's influence on critical thinking skills of office administration education students at UNESA. Jurnal Simki Pedagogia, 7(2). https://doi.org/10.29407/jsp.v7i2.733

Perin, E. S., & Freitas, M. C. (2020). Digital competencies of the teacher in basic education. International Journal of Humanities and Social Science, 10(2). https://doi.org/10.30845/ijhss.v10n2a7

Pötzsch, H. (2019). Critical digital literacy: Technology in education beyond issues of user competence and labour-market qualifications. tripleC: Communication, Capitalism & Critique, 17(2), 145–163. https://doi.org/10.31269/TRIPLEC.V17I2.1093

Qudsi, H. (2024). Gamification in education: Boosting student engagement and learning outcomes. ShodhKosh: Journal of Visual and Performing Arts, 5(4). https://doi.org/10.29121/shodhkosh.v5.i4.2024.2542

Rahayu, S., Isnaeni, W., & Masturi, M. (2022). Critical thinking skills and digital literacy of high school students in science learning using e-learning with STEM vision. Journal of Innovative Science Education, 11(1). https://doi.org/10.15294/jise.v11i1.57281

Reidenberg, J., & Schaub, F. (2018). Achieving big data privacy in education. Theory and Research in Education, 16(3), 263–279. https://doi.org/10.1177/1477878518805308

Santos, J. B., Martins, T. M., Braga, A. N. E., Santos, S. K. S., Campana, C. A., do Nascimento, J. L. A., Wagner, A. F., Maslinkiewicz, A., Trindade, L. dos S., Aguiar, C. P. S., Oliveira, J. S. A. A., Filho, J. P. G., & Lima, L. do N. (2024). Applicability of gamification to the teaching and learning process. Lumen et Virtus, 15(41). https://doi.org/10.56238/levv15n41-073

Savinykh, G., Shmeleva, A., Ponomarev, V. G., Kozlova, N., & Polozhentseva, I. (2021). Data-driven education quality management. Laplage em Revista, 7, 509–518. https://doi.org/10.24115/S2446-622020217EXTRA-A869P.509-518

Shaffer, D. W., Hatfield, D., Svarovsky, G., Nash, P., Nulty, A., Bagley, E., Frank, K. A., Rupp, A. A., & Mislevy, R. (2009). Epistemic network analysis. International Journal of Learning and Media, 1(1), 33–53. https://doi.org/10.1162/IJLM.2009.0013

Singh, S. (2024). Exploring the ethics of data privacy in the digital age. Darpan International Research Analysis, 12(3). https://doi.org/10.36676/dira.v12.i3.69

Svoboda, P. (2024). Teachers' digital competencies: Diagnosis and development in the context of the Teacher21 model. TEM Journal, 13(3). https://doi.org/10.18421/tem133-47

Tampos, R. G. S. (2024). Evolving minds: An exploration of digital pedagogy in cultivating critical thinking skills among 21st century learners. EPRA International Journal of Environmental Economics, Commerce and Educational Management. https://doi.org/10.36713/epra17628

Trninić, D. (2024). Digital competencies of elementary school teachers. Seminar.net. https://doi.org/10.7577/seminar.5831

Wang, J., Hussain, Y., & Mao, C. (2025). Artificial intelligence-driven personalized learning: Psychological implications and educational outcomes. International Journal of Education, Humanities and Social Sciences. https://doi.org/10.70088/3wnrs278

Zabolotska, O., Zhyliak, N., Hevchuk, N., Petrenko, N., & Alieko, O. (2021). Digital competencies of teachers in the transformation of the educational environment. Journal of Optimization in Industrial Engineering, 14, 43–50. https://doi.org/10.22094/JOIE.2020.677813

Zhang, H., Wang, T., & Li, G. (2024). The impact of digital transformation on education. Education Insights. https://doi.org/10.70088/dnebt544

Zhao, C. (2024). Application and prospect of artificial intelligence in personalized learning. Journal of Innovation and Development. https://doi.org/10.54097/nzxx6z36

Zohuri, B. (2024). Revolutionizing education: The dynamic synergy of personalized learning and artificial intelligence. International Journal of Advanced Engineering and Management Research. https://doi.org/10.51505/ijaemr.2024.9111

Descargas

Libro completo

Publicado

septiembre 7 2025

Colección

Ciencias Sociales
Derechos de autor 2025 Joselin Maritza Vera García, Ángel Aurelio Morocho Macas, Yomar Rocío Pardo Villalta, Boris Daniel Álava Jordán, Dalia Alexandra Palacios López, Evelyn Katherine Cañizares Oleas, María del Cisne López Cabrera, Rosa Elizabeth Albuja Quillupangui, Andrea Estefanía Jácome Riofrío, Erika Estefanía Suárez Merejildo, Laura Graciela Rivera Flores

Licencia

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

Detalles sobre esta monografía

ISBN-13 (15)

978-9942-659-28-6

Fecha de primera publicación (11)

07-09-2025