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Published February 8, 2024

Data & Metadata

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Edited By:

Editorial Salud, Ciencia y Tecnología

Title:

Data and Metadata

ISSN-L: 2953-4917

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2024-02-09 Original
Digital Challenges: The Need to Improve the Use of Information Technologies in Teaching

By Lida Vásquez-Pajuelo, Jhonny Richard Rodriguez-Barboza, Karina Raquel Bartra-Rivero, Edgar Antonio Quintanilla-Alarcón, Wilfredo Vega-Jaime, Eduardo Francisco Chavarri-Joo

In the post-pandemic scenario, a study was conducted at I.E. 50499 Justo Barrionuevo Álvarez in Cusco, Peru, to investigate the relationship between the use of information technologies and digital competencies among teachers. With a sample of 54 teachers, a structured questionnaire was administered to assess their competencies. The results revealed a direct positive correlation between the use of technologies and digital competencies, with a Spearman's Rho coefficient of 0.877, indicating a significant relationship. Correlations between the use of information technologies and the dimensions of digital competencies ranged from moderate to high. Significant correlations were observed in areas such as problem-solving (Rho=0.457), information and digital literacy (Rho=0.633), and security (Rho=0.743), among others. These findings suggest that, despite limited experience and limited knowledge of digital technologies among teachers in the institution, there is a notable relationship between the use of these technologies and their digital competencies. This study underscores the need for further training in information technologies for teachers in non-modernized urban contexts and for those who are older adults with limited prior experience in the digital domain. Enhancing digital competencies is crucial for adapting to the educational challenges in this new era of education

2024-04-30 Reviews
Bibliometric Mapping of Trends of Project-Based Learning with Augmented Reality on Communication Ability of Children with Special Needs (Autism)

By Dwi Fitria Al Husaeni, M. Munir, R. Rasim, Laksmi Dewi, Azizah Nurul Khoirunnisa

This study aims to analyze the use of project-based learning with augmented reality (AR) on the communication skills of autistic children through systematic literature review and theoretical bibliometric analysis of research on autistic children's communication skills sourced from Scopus from 2013 to 2022. The research method is a systematic literature review with analysis theory and bibliometric analysis with VOSviewer and RStudio applications. This research was conducted in several stages, namely determining i) research questions; ii) inclusion and exclusion criteria; iii) quality assessment; iv) data collection; and v) bibliometric analysis. The results of this study note that research on the communication skills of autistic children is still a research trend that is of great interest to researchers with an increase in research occurring from 2015 to 2022. Countries from the Americas and Asia have contributed the most to research on the communication skills of autistic children. The subject areas of psychology and social science are the subject areas with the most contributions, namely 22% each of the 165 articles found. There is a relationship between the term project (P), communication skills (CS), and autism spectrum disorder (ASD). This relationship is shown by the link strength P→CS is 2 and the link strength CS→ASD is 4. The characteristic requirements for autistic children for project-based learning with AR are middle class autistic children. The characteristics possessed by project-based learning can help in training the level of communication skills of autistic children and it would be better if assisted with the use of AR.

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