Inductive Methodologies in Education, Supported by the Integration of Technology

Article Sidebar

PDF (Spanish)
Published: Jan 15, 2025
Updated: 2025-01-15
Versions:
2025-01-15 (2)
DOI: https://doi.org/10.17163/soph.n38.2025.03
Keywords:
Integration, Inductive Method, SAMR Model, Technology, Innovation, Pedagogy

Main Article Content

María Guadalupe Veytia Bucheli
Universidad Autónoma del Estado de Hidalgo
https://orcid.org/0000-0002-1395-1644
Magda Collazo Fuentes
Universidad Autónoma de Zacatecas
https://orcid.org/0009-0004-3959-742X
Francisco Rivera Alejo
Universidad Interamericana para el Desarrollo
https://orcid.org/0009-0009-5199-9508

Abstract

This paper analyzes the translation and validation of the instrument developed by Floresand Adlaon (2022) to apply the inductive method with the SAMR model in Spanish-speakingeducational contexts. The justification for the topic lies in the need to adapt effective pedagogicaltools to the Spanish language to facilitate their use in teaching and learning with technology.The main objectives were to translate the instrument and, through the judgment of experts inthe educational and technological fields, to carry out its semantic validation. The methodologyincluded the translation of the instrument Extent of ICT Integration in Science Based on SAMRModel into Spanish, followed by its validation. The 11 experts evaluated the relevance and clarityof the items using a Likert scale from 0 to 5. The content validity was calculated with the AikenV methodology, obtaining a coefficient of 0.8163, which indicates a good validity index, theCronbach Alpha value was 0.9682. The results showed that, although most of the items were wellrated, some required reformulation to improve their clarity, relevance and comprehension in theSpanish translation. The instrument proved to be adequate for evaluating the degree of integrationof ICT in education, facilitating its application in Spanish-speaking contexts and promoting theadoption of inductive methodologies supported by educational technologies.

Article Details

Issue
No. 38 (2025): (January-June 2025): The inductive method in the humanities and pedagogy
Section
Monographic articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authorship: The list of authors signing must include only those people who have contributed intellectually to the development of the work. Collaboration in the collection of data is not, by itself, a sufficient criterion of authorship. "Sophia" declines any responsibility for possible conflicts arising from the authorship of the works that are published.
Copyright: The Salesian Polytechnic University preserves the copyrights of the published articles, and favors and allows their reuse under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Ecuador license. They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, editorial and work URL) are cited; (Ii) are not used for commercial purposes; Iii) mention the existence and specifications of this license.

References

Aguilar Gordón, F. (2011). Reflexiones filosóficas sobre la tecnología y sus nuevos escenarios. Sophia. Colección de filosofía de la educación, 11(11), 123-174. https://doi.org/10.17163/soph.n11.2011.01

Aiken, L.R. (1980). Content Validity and Reliability of Single Items or Questionnaires. Educational and Psychological Measurement, 40, 955 - 959.

Carrington, A. (2016). The Padagogy Wheel: It’s not about the apps, it’s about the pedagogy. https://www.teachthought.com/technology/the-padagogy-wheel/

Carrington, A. (2017). La rueda de la Pedagogía. Recursos educativos de la CED. https://ced.enallt.unam.mx/blogs/recursosced/recursos-de-interes/la-rueda-de-la-pedagogia-1/

Cepeda-Moya, V. y Argudo-Serrano, J.C. (2022). Percepciones de docentes y estudiantes al introducir el modelo SMAR en sus clases. Revista Arbitrada Interdisciplinaria KOINONIA. 7(7), 65-94. http://dx.doi.org/10.35381/r.k.v7i1.1679

Cobos, J., Simbaña, V. y Jaramillo, L. (2020). El mobile learning mediado con metodología PACIE para saberes constructivistas. Revista Sophia, colección de Filosofía de la Educación, 28(1), 139-162. https://doi.org/10.17163/soph.n28.2020.05

Cruz Meza, M., Vazquez Álvarez, G., & Guzmán Flores, J. (2023). Adaptación del plan de evaluación en unidades de aprendizaje en la modalidad educativa presencial hacia una evaluación del aprendizaje mediada con tecnología empleando la taxonomía de John Biggs. Memorias de la Vigésima Segunda Conferencia Iberoamericana en Sistemas, Cibernética e Informática (CISCI 2023), (págs. 322-329). doi:https://doi.org/10.54808/CISCI2023.01.322

Gagné, R. M. (2012). The Conditions of Learning (4th ed.). New York, NY: Holt, Rinehart and Winston.

Gesto, J. (2022). Utilidad de las TIC en la Educación Superior: Apreciación estudiantil. Revista Electrónica Formación y Calidad Educativa, 10(1), 17-36. https://refcale.uleam.edu.ec/index.php/refcale/article/view/3543

Harper, D., & Hughes, M. (2015). What is the Inductive Approach? https://www.researchgate.net/publication/286534196

Hernández-Nieto, R.A. (2002). Contributions to Statistical Analysisi. Mérida, Venezuela: Universidad de los Andes.

Jiménez García, E., Orenes-Martínez, N. y López-Fraile, L. (2024). Rueda de la Pedagogía para la Inteligencia Artificial: adaptación de la Rueda de Carrington. RIED. Revista Iberoamericana de Educación a Distancia, 27(1), 1-27. https://doi.org/10.5944/ried.27.1.37622

Johnson, L., & Adams Becker, S. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, TX: The New Media Consortium. https://library.educause.edu/resources/2016/2/2016-horizon-report

Karl, F. y Adlaon, M. (2022). Extent of ICT Integration in Science Based on SMAR Model. Research Square. https://www.researchsquare.com/article/rs-2008770/v1

McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194-211. doi:10.1080/15391523.2016.1175856

Morales-Urrutia, E., Ocaña, J., Yáñez-Rueda, H., & Nuñez Naranjo , A. (2021). Innovación metodológica para la enseñanza de la TIC en educación superior. RISTI. Revista Ibérica de Sistemas y Tecnologías de la Información, 46, 507-517. Obtenido de https://cutt.ly/PehBkINl

Palmett, A. (2020). Métodos inductivo, deductivo y pedagogía crítica. Petroglifos, 3(1), 35-42. http://portal.amelica.org/ameli/journal/650/6503406006/

Prieto, A., Díaz, D. y Santiago, R. (2014). Metodologías Inductivas. El desafío de enseñar mediante el cuestionamiento y los retos. Grupo Oceano.

Prince, M. y Felder, R. (2013). Inductive Teaching and Learning Methods: Definitions, Comparisons and Research Bases. Journal of Engineering Education, 113(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th ed.). Boston, MA: Pearson.

Roy, C. (2021). Modelos de Integración de la Tecnología en la educación de personas que desempeñan funciones ejecutivas y de dirección: el TPACK y el SMAR. Actualidades investigativas en educación, 21(1), 1-28. http://dx.doi.org/10.15517/aie.v21i1.42411

Valverde-Berrocoso, J. y Jorge, B.B. (2017). Enfoque sociológico del uso del b-learning en la educación digital del docente universitario. Sophia: colección de Filosofía de la Educación, 23(23), 123-140. https://doi.org/10.17163/soph.n23.2017.04