Instructional Design to Foster Computational Thinking Using Educational Robotics

The way of approaching the difficulties in technological areas is opening potentialities for teaching and learning, considering the competences as actions that put into practice skills to solve problems. A clear example is the computational thinking that proposes a way of thinking and facing different challenges. Through the design-based research methodology and the ADDIE model, an instructional design is proposed to carry out activities using educational robotics, analyzing its impact on skills related to computational thinking. An educational intervention is carried out with students from 13 to 15 years old from the three grades of secondary education in Mexico. It was established that the student's reaction to a challenge is: a) Due to lack of confidence in his or her own abilities, it is difficult for him or her to face the problem. b) Knowledge of computer thinking allows him or her to think of a strategy to try to solve it. The results suggest that those who have notions about computer thinking have more facility to think and face the different challenges.

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The use of technology in healthcare became a prevailing necessity during the COVID-19 pandemic. The sanitary services oriented in mental health broadened their way of interaction due to the increase in the need for these services. Healthcare professionals had to develop different learning skills and adapt their abilities to the virtual clinical practice through a digital interface, where communication represented the biggest challenge. The objective of the study was to identify the different adjustments, especially in the communication skills, made by those who provide psychological services by the Virtual Clinic in Psychology and others and clinical psychologists. The authors considered adequate qualitative methodology for the study with an exploratory, descriptive design. The data gathering tool was a semi-structured interview and the word analysis method. The participants are professors that provide psychological care in the Virtual Clinic in Psychology of a nonprofit institution of higher education in Mexico and professionals providing mental health attention.

A path is emerging: Steps towards an LGBT+ inclusive education for Mexican students

Mexican schools are in crisis, where LGBT+ students face constant violence and discrimination. In the past decade, civil society has led the way in evaluating school climate and assessing LGBT+ students’ needs in Mexican schools. Unsurprisingly, individuals most affected by this violence and discrimination, LGBT+ individuals, have pushed these efforts forward as they conduct research, create resources, and facilitate workshops. In this article, we show how civil society has been the leader on advocating for LGBT+ inclusive education in Mexico. We justify this claim by exploring the existing research at the national, regional, and international levels, showing that much of what is present stems from civil society’s ongoing efforts. We then analyze the current legal framework aimed at protecting students against discrimination. We also discuss existing tools and advancements designed to promote inclusive classrooms, from both a public policy and civil society perspective. We conclude by punctuating the necessity and urgency of utilizing civil society in reforms that advocate for inclusion to better formulate public policies and establish direct, sustainable ties to the individuals and communities most in need.

Evaluación del proceso enseñanza aprendizaje vinculado a la Comunidad las Vivianas, en el CICS UMA IPN

Una de las responsabilidades apremiantes de la educación en México es dar respuesta de calidad a las necesidades en materia de formación de profesionales competentes para la solución de los problemas que se presentan en las distintas áreas del quehacer social. De ahí que una preocupación permanente de las instituciones educativas es establecer sistemas de evaluación que evidencien que se logra el objetivo en materia de formación profesional. En el Centro Interdisciplinario de Ciencias de la Salud, Unidad Milpa Alta, del Instituto Politécnico Nacional (CICS-UMA. IPN) se está aplicando un sistema de aprendizaje basado en la investigación con responsabilidad social, mismo que nos ha permitido operar las unidades de aprendizaje, integradas en la etapa terminal del Programa Académico de Optometría, aplicarlas a la solución de problemas sociales mediante la práctica comunitaria y de esta manera evaluar realmente la calidad del futuro profesional. Es en la comunidad donde nuestros estudiantes deben demostrar mediante la aplicación de protocolos de atención basados en la investigación, que han adquirido los conocimientos cognitivos y procedimentales y su aplicación con un sentido ético basado en las normas morales que se observan en las comunidades objeto de estudio y servicio en el campo de la salud visual. One of the pressing responsibilities of education in Mexico is to provide quality response to the needs in training of competent professionals to solve problems that arise in different areas of social life. Hence a permanent concern of educational institutions is to establish evaluation systems that demonstrate that the objective is achieved in vocational training. In the Interdisciplinary Center for Health Sciences, Unit Milpa Alta, the National Polytechnic Institute (CICS-UMA. IPN) is applying a learning system based on research with social responsibility, it has allowed us to operate the learning units integrated in the terminal stage of the Academic Program Optometry, apply them to solving social problems through community practice and thus really evaluate the quality of professional future. It is in the community where our students must demonstrate through application of treatment protocols based on research, that have acquired cognitive and procedural knowledge and its application with an ethical sense based on moral standards observed in the communities under study and service in the field of visual health.

University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic

This chapter examines the context of higher education and upper-secondary education in Mexico, focusing on the role of the University of Guadalajara – the second largest in the country – and its response to the pandemic by strengthening collaboration with the upper-secondary system.During the pandemic, the lack of articulation between higher education and upper-secondary education posed a challenge for the transition to online education in the University of Guadalajara. This chapter discusses how the different initiatives advanced by the University to face this unprecedented situation helped to reduce the barriers between these levels and led to academic innovation, resulting in valuable discussions on the educational model and teaching practices for the post-Covid-19 world.Finally, the authors reflect on the views of faculty regarding the need for an innovative educational model, concluding that a closer collaboration between systems is needed for the benefit of students and faculty.

Percepción del profesor de educación física respecto al nuevo modelo educativo en México (Physical education teacher's perception of the new educational model in Mexico)

La educación en México ha transitado por distintos modelos educativos en ocasiones como consecuencia del cambio de legislatura, y en otras, debido a las tendencias de organismos educativos internacionales, lo que ha impactado de manera específica al currículum de Educación Física, dificultando asi la evaluación de su pertinencia por parte del profesorado. Por lo tanto, el presente estudio tiene como objetivo, evaluar la percepción del docente de Educación Física respecto al Nuevo Modelo Educativo en México. Se presenta un diseño no experimental transversal, con un muestreo no probabilístico por conveniencia. Participaron 351 profesores de Educación Física en activo, de los cuales 152 (43.3%) son hombres y 199 (56.7%) mujeres. Se utilizó un cuestionario diseñado ad hoc para esta investigación que consta de 33 ítems agrupados en cinco factores: Fundamentación teórica, Bases conceptuales, Intervención docente, Planeación, y Satisfacción, contando con un proceso de validación mediante un análisis factorial exploratorio y confirmatorio. Se puede afirmar que el cuestionario posee propiedades psicométricas satisfactorias y de fiabilidad estimada a través de la consistencia interna. Los hallazgos muestran diferencias significativas en la percepción del docente entorno a los contenidos que agrupan el Nuevo Modelo Educativo donde las mujeres dan una puntuación más alta respecto a los hombres, al igual que los profesores de nivel secundaria respecto a los de preescolar y primaria. La principal conclusión es que el docente de Educación Física muestra una baja satisfacción respecto al Nuevo Modelo Educativo. Abstract. Education in Mexico has gone through different models, sometimes because of the change of government, and other times, due to tendencies of international educational organizations, which has specifically impacted the Physical Education curriculum, making it difficult for teachers to evaluate its relevance. Therefore, the aim of this study is to evaluate the perception of the Physical Education teacher about the New Educational Model in Mexico. A non-experimental transversal design is shown, with a non-probabilistic sampling for convenience. 351 active Physical Education teachers participated, with 152 (43.3%) men and 199 (56.7%) women. A questionnaire was designed ad hoc for the population and consists of 33 items grouped in five factors: Theoretical argumentation, Conceptual bases, Teaching intervention, Planning, and Satisfaction, having a validation process through an exploratory and confirmatory factorial analysis. It can be stated that the questionnaire has satisfactory psychometric properties and reliability estimated through internal consistency. These findings show significant differences in the teacher's perception about the contents included in the New Educational Model according to gender, grade of studies, initial training school and educational level where they work. The main evidence is that Physical Education teachers show low satisfaction with the New Educational Model.

Trends in public spending on basic education compared to the quality of education in Mexico

Education is an indispensable public service for the country's development. In order to have access to quality education, more must be invested, especially in basic education, since it is the basis for educational development; however, not as much is invested compared to other OECD countries. In recent years, the basic education budget as a percentage of GDP has shown a downward trend from 2.3% to 1.9%. Similarly, in the results of the last PISA test, Mexicans were positioned below the average, reflecting low performance compared to the OECD average. The objective of this research is to analyze whether public spending on basic education in Mexico has an impact on the quality of education at this level, measured in terms of the PISA test. It is also based on the trend method to analyze variations in spending. This contributes to the fact that due to the decreasing trend of the indicators, the competent authorities in Mexico design new policies that meet the needs of the new generations and lead to an increase in the performance of young Mexicans and increase the degree of educational quality in basic education.