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Authors

DOI:

https://doi.org/10.21556/edutec.2024.90.3393

Keywords:

Active Methodologies, Educational Technology, Project-Based Learning, Design Thinking, STEM Education

Abstract

In an era of rapid technological and scientific advancement, training educators in STEM (Science, Technology, Engineering, and Mathematics) education equips them to prepare students for future job markets. This article presents the initial phase of the study "Learning Environments for Disciplinary Integration with STEM and Digital Technologies," which involved designing and implementing a training methodology to integrate STEM education into educational institutions, guided by the principles of design-based research. The developed method is founded on Design Thinking, active learning methodologies, and integrating educational technologies to address complex problems. Data suggest that the implemented method increased student motivation; educators reported feeling supported and equipped with effective pedagogical and technological tools. However, challenges in teacher training must be considered, calling for various strategies to ensure continuous professional development, specific mechanisms for curricular integration, and strategies to foster collaborative work among educators. The methodology proved replicability, indicating its potential to be adapted, transferred to different educational contexts, and implemented on a larger scale.

Funding

Aulas Amigas

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Author Biographies

Ferney Orlando Amaya-Fernández, Pontificia Bolivariana University (Colombia)

Ferney Orlando Amaya-Fernández, Electronic Engineer, Master in Engineering, and Doctor in Telecommunications. He is a Research Professor at the School of Engineering of Universidad Pontificia Bolivariana, Colombia, and a member of the GIDATIC Research Group. His current research interests include STEM education and the use and impact of Artificial Intelligence in education.

Olga Lucia Agudelo Velásquez, University of the Balearic Islands (Spain)

Olga Lucía Agudelo Velásquez is a primary education teacher, holds a PhD in Educational Technology, Virtual Education, and Knowledge Management, and has master's degrees in e-learning management and production, as well as in educational technology. She is a researcher at the University of the Balearic Islands (Spain) and a professor-researcher at Andrés Bello University (Chile). With over 35 years of experience in the field of pedagogy and 30 years in teacher training, she is an active member of academic and educational research networks such as EDUTEC and RILPE.

Lina Maria Cano Vasquez, Pontificia Bolivariana University (Colombia)

Lina Maria Cano Vasquez is Doctor of Education. Full-time Professor at the Pontifical Bolivariana University (Medellín, Colombia). Researcher at the Education, Languages, and Learning Environments Research Group (EDULLAP) of the School of Education and Pedagogy. In recent years, she has dedicated herself to research and undergraduate and graduate training programs related to learning, the use and appropriation of Information Technologies, the STEM educational approach, and learning processes. She has also coordinated transfer and extension projects (local, national, and international).

Isabel Cristina Angel Uribe, Pontificia Bolivariana University (Colombia)

Isabel Cristina Angel-Uribe, Industrial Designer, Master in Information and Communication Technologies in Education, PhD in Education. Research Professor at the School of Education and Pedagogy of the Universidad Pontificia Bolivariana, Colombia; and member of the Education, Languages and Learning Environments Research Group. Her current topics of interest include STEM education, use and appropriation of ICT, teacher training and practices, MOOC, among others.

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Published

17-12-2024

How to Cite

Amaya-Fernández, F. O., Agudelo Velásquez, O. L., Cano Vasquez, L. M., & Angel Uribe, I. C. (2024). Español. Edutec, Revista Electrónica De Tecnología Educativa, (90), 34–53. https://doi.org/10.21556/edutec.2024.90.3393

Issue

No. 90 (2024): Edutec Issue 90 - December 2024

Section

Journal articles

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