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Artículos originales

Vol. 6 Núm. 13 (2026): Simbiosis, Revista de Educación y Psicología

Educando para la comprensión en un mundo tecnificado: Desafíos y oportunidades en el bachillerato

Educating for understanding in a technological world: Challenges and opportunities in high school
Publicado
2026-01-07

En un contexto educativo cada vez más tecnificado, surge el desafío de promover en los estudiantes no solo habilidades digitales, sino una comprensión profunda orientada a la resolución de problemas. El estudio tiene como objetivo analizar los retos y oportunidades que emergen al integrar tecnologías educativas en el Bachillerato de la Unidad Educativa Bilingüe “Javier” (UEBJ). Se desarrolló bajo un enfoque cualitativo mediante un estudio de caso, con una muestra intencional de 30 docentes. La información se recopiló mediante observación pedagógica, entrevistas semiestructuradas y revisión documental, y se analizó a través de una matriz de categorías. Los resultados evidencian que los docentes utilizan principalmente herramientas de colaboración y aplicaciones interactivas, percibidas como útiles para favorecer el análisis, la aplicación de conocimientos y la resolución de problemas. No obstante, persisten barreras como la conectividad limitada, el escaso tiempo para planificar y la insuficiente formación docente. Se concluye que promover la comprensión en un entorno tecnificado requiere no solo integrar TIC, sino articularlas con pensamiento crítico y una visión pedagógica orientada a problemas reales.

In an increasingly technological educational context, the challenge arises of promoting digital skills among students on the ground, through a deep understanding oriented towards problem solving. The study aims to analyze the challenges and opportunities that emerge in integrating educational technologies into the Bachelor of the Unidad Educativa Bilingüe “Javier” (UEBJ). A qualitative approach was developed through a case study, with an intentional sample of 30 teachers. The information was collected through pedagogical observation, semi-structured interviews and documentary review, and was analyzed through a matrix of categories. The results show that teachers mainly use collaboration tools and interactive applications, perceived as useful to favor analysis, the application of knowledge and problem solving. However, barriers such as limited connectivity, limited time to plan and insufficient teacher training persist. It is concluded that promoting understanding in a technological environment requires integrating ICT on the ground, without articulating them with critical thinking and a pedagogical vision oriented to real problems.

Em um contexto educativo cada vez mais tecnificado, surge o desejo de promover nos estudantes não apenas habilidades digitais, mas também uma compreensão profunda voltada para a resolução de problemas. O estúdio tem como objetivo analisar os resultados e oportunidades que surgem ao integrar tecnologias educativas no Bachillerato da Unidade Educativa Bilíngue “Javier” (UEBJ). Foi desenvolvido sob uma abordagem qualitativa por meio de um estudo de caso, com uma lista intencional de 30 docentes. A informação foi coletada por meio de observação pedagógica, entrevistas semiestruturadas e revisão documental, e analisada através de uma matriz de categorias. Os resultados evidenciam que os professores utilizam principalmente ferramentas de colaboração e aplicativos interativos, considerados úteis para promover a análise, a aplicação de conhecimentos e a resolução de problemas. No entanto, persistem barreiras como a conectividade limitada, o tempo de escalonamento para planejar e a formação docente insuficiente. Para concluir que promover a compreensão em um ambiente tecnificado requer não integrar apenas TIC, mas sim articulados com pensamento crítico e uma visão pedagógica voltada para problemas reais.

Número:
Vol. 6 Núm. 13 (2026): Simbiosis, Revista de Educación y Psicología
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Artículos originales

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