The article explores the perception of undergraduate students at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students’ daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content.

The aim of this study is to characterize the graduate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 students from three seminar editions. The analysis shows three relevant categories regarding online dialogic teaching of writing: time management, synchronous exchange and digital technologies. There are three senses of the temporal dimension: times relative to the seminar schedule, to the student daily life, and to the intellectual process of writing practices. Further-more, a combination of heavy asynchronous load with synchronous encounters is valued. Regarding the technologies, the students generate environments that take advantages of devices’ technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of graduate writing, and its dialogic teaching in the digital world.

As a result of the confinement due to the global pandemic of covid-19, teachers and students found themselves in the inevitable situation of suddenly moving from the traditional face-toface model to virtual environments, with the demand for new digital skills and computer resources. The purpose of this scientific article was to describe the digital teaching competence, the main problems that the educational community faced to join virtual environments, as well as the proposals that originated to perform expeditiously in this new modality. The research was based on a systematic review of scientific articles on digital teaching competence in virtual environments in the context of the pandemic, in the Scopus database, with the support of Redalyc, Scielo, Dialnet, Elsevier and Google Scholar. The results show that the digital teaching competence still does not present an optimal level, so the most recurring solution proposal is the training and development of the digital teaching competence. Since to date the direction followed by the actors involved in virtual learning is uncertain, this investigation culminates by proposing an alternative solution.

The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode.

Digital knowledge constitutes knowledge, skills and attitudes related to the use of Information and Communication Technologies (ICT) in the educational field. The training of normalist teachers requires, as a graduation profile, to strengthen the development of digital knowledge that allows them to enrich the design, development and implementation of didactic situations and sequences with the use of ICT, not only from an instrumental level, but also from a didactic perspective. This research presents the results of a quantitative, non-experimental, descriptive study, whose objective was to diagnose the appropriation of digital knowledge in the formation of Mexican normalist students. The sample consisted of 505 Mexican normal students from the states of Chihuahua, Hidalgo and Tamaulipas, who were administered a questionnaire with a Likert-type scale with 36 items distributed in 7 dimensions. Among the main findings, digital knowledge was identified with a higher score for the use of messaging services, as well as the management of different types of sizes and fonts; the lowest scores were recorded in data analysis with specialized software and the development of blogs to communicate information.

This study analyzed the attitudes of university students towards digital citizenship to improve practices when using technologies. The methodological design was mixed with a qualitative phenomenological approach and the quantitative part was correlational-causal with a non-experimental cross-sectional design. 84 students participated, of which 45 were studying engineering and 39 undergraduates. To obtain data, a semi-structured survey was applied individually to 72 participants, a focus group of three key informants and nine in an interview. The findings show that the process of appropriation of digital citizenship in university students still has a long way to go, given the limited acquisition of behaviors inherent to the proper exercise of digital citizenship. In this sense, the results are expressed in two aspects; on the one hand, the positive attitude where technology is expressed as an important part of society and its development, on the other hand, there is the negative attitude that perceives technology as a mere expendable tool. Finally, it is concluded that students must still improve the use of technologies since this use can negatively affect their training process.

This paper describes a study related to the learning of decision-making heuristics such as preference matrix, break-even point and decision tree from the perspective of using a computational tool. With their respective algorithms, a virtual learning environment through a mobile application (app) aimed at Engineering students was developed. To answer the research questions posed in this report, an empirical study was conducted to assess the effectiveness, efficiency and cost in solving decision-making problems with and without the use of the app. The results in this study suggest that the use of the app in learning decision-making skills facilitates the mathematical process for students, and that by using critical thinking competence, they can make assertive and accurate decisions considering different alternatives.

The objective of the research was to assess student satisfaction regarding their mathematical education in a postgraduate course in administration based on remote teaching during the covid-19 pandemic. The research approach was mixed with a sequential exploratory design. A questionnaire was developed and administered to 65 participants about the type of technological devices used, the challenges faced, and students’ assessment of their level of mathematical education. The results showed that students acknowledged experienced logistical, emotional, and academic challenges during the emergency period. Statistically significant differences were also found because remote teaching promoted mathematical education through effective use of video conferencing, enabling the integration of learning into professional performance, assisting in course planning and adaptation explained by the faculty, and benefiting from the use of virtual databases and asynchronous communication. Additionally, the students rated competences related to administrative situations, mathematical terminology, and the use of tables and graphs at a consolidated level. The conclusion is to incorporate Microsoft Teams as a permanent platform because it promotes timely and continuous monitoring by the faculty, which encourages the mathematical education of the students.

Education has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning process, an investigation was carried out to evaluate the effectiveness of gamification and ubiquitous learning in higher education, taking into account the learning styles of students. The methodology used was Design-Based Research, using a quantitative approach and a convenience sample made up of several faculties of the Autonomous University of Queretaro, Mexico. Likert scale surveys were conducted before and after implementing gamification and ubiquitous learning practices. Subsequently, an analysis was performed using the T test for paired samples. The results showed a significant difference before and after the implementation of these practices, which supports the idea that students improved their academic performance and motivation in the teachinglearning process. The research concluded that the effectiveness of gamification and ubiquitous learning in higher education was due to the fact that a predominant learning style was considered in each group, thereby enabling the formulation of strategies to enhance students’ academic performance and motivation in the learning process.

This article explores alternative teaching methods that promote proportional reasoning in Mexican students aged fourteen to fifteen using digital technology. To this end, a sequence of didactic activities has been designed to give meaning to the concepts of ratio and proportion in their different representations from the approach of linear functions. For the design of the tasks, elements of the theory of Realistic Mathematics Education and the Didactics of CuevasPluvinage were used, coinciding with several didactic points. The proposed learning objectives and activities have been organized through a hypothetical learning trajectory. The analysis and detailed evaluation of the responses allowed us to identify: the didactic advantages of the design, the learning difficulties, and the vital role played by technology in the learning process.

Currently, due to emerging paradigms of teaching and learning as a result of health contingency, digital competence has become a necessity in educational centers. Furthemore, the new teaching role is no longer just that of being a facilitator of face-to-face learning, but now it generates knowledge, communicates and transmits emotions through various virtual environments. This paper has as aim to identify the level of digital competence in secondary level teachers, as well as the factors associated with it. The study has a quantitative approach, with a correlational scope, transactional temporality, with an observational prediction control and a retrospective chronological order of events. As a result of the research, a low level of digital competence was identified among secondary school teachers in Merida, Yucatan, Mexico. There was evidence that the factors that were significantly associated with this competence were age and training in the use of Information and Communication Technologies (ICT). This sets the foundations for the design of teacher training proposals focused on the development of their digital competence.

The objective of this article is to present an analysis of research and studies from the decade between 2012 and 2021 on education policies for the integration of information and communication technologies (ICT) in the Mexican national education system. Using a qualitative document analysis methodology, it was found that the reviewed works are based on the guidelines proposed by international organizations regarding the use of technology in innovative pedagogical processes. It is concluded that it is essential to continue researching this topic in order to understand how technology is transforming teaching and learning processes, and to identify the progress made and proposals to improve its integration in the national education system.

The aim of this research was to explore the experiences of emergency remote teaching (ERT) during the covid-19 pandemic among students at a public university in the northwest region of Mexico. A descriptive correlational exploratory cross-sectional study was conducted with a nonprobabilistic sample of 1550 students. A survey was designed and validated by experts, and it was implemented online using the Microsoft Forms platform. Findings revealed that more than half of the students demonstrated very good or excellent proficiency in virtual platforms. Additionally, 28% of women experienced a difficult or very difficult adaptation process to the platforms, while this percentage was lower among men (20.9%). Students expressed that the academic performance of their instructors during ERT ranged from average to good, but the majority indicated that instructors were not adequately prepared to conduct classes in this modality, since teaching through virtual platforms requires planning and designing strategies. Despite both teachers and students became familiar with digital tools during the pandemic, it is recommended to encourage synchronous digital environments for teachers and explore didactic strategies for asynchronous ones.