Content uploaded by Maria Cristina Paez-Quinde
Author content
All content in this area was uploaded by Maria Cristina Paez-Quinde on Jun 18, 2018
Content may be subject to copyright.
75
Revista de Comunicación de la SEECI.
Año XXII,
nº 45, 15 marzo/15 julio 2018, 75-86
ISSN: 1576-3420
RESEARCH http://doi.org/10.15198/seeci.2018.45.75-86
Received: 20/11/2017 --- Accepted: 15/01/2018 --- Published: 15/03/2018
CURRICULAR DESIGN, A TOOL FOR EDUCATIONAL
ACHIEVEMENT
EL DISEÑO CURRICULAR, UNA HERRAMIENTA PARA EL LOGRO
EDUCATIVO
José Luis Freire Quintana1: Technical University of Ambato. Ecuador.
josefreire_44@yahoo.es
María Cristina Páez: Technical University of Ambato. Ecuador.
mc.paez@uta.edu.ec
Marcelo Núñez Espinoza: Technical University of Ambato. Ecuador.
marcelownuneze@uta.edu.ec
Margarita Narváez Rios: Technical University of Ambato. Ecuador.
mm.narvaez@uta.edu.ec
Ruth Infante Paredes: Technical University of Ambato. Ecuador.
rutheinfantep@uta.edu.ec
ABSTRACT
The purpose of writing this article is to demonstrate the impact of the development
of a correct curricular design as a structural tool in the educational teaching process.
The importance of the management and application of educational processes
understood as methodologies, strategies and teaching techniques are an initial part
of this work; It also highlights the need to improve educational quality in institutional
systems, through teaching practice with updated resources and according to the
management and compliance of objectives and programmatic content in the
classroom. The different educational models are then stressed, from which an
educational system is structured, which in its essence should seek the application of
teaching processes as methodological strategies, application of resources with a
critical and proactive development approach and with the use of technological tools
that facilitate this educational process. The current role of the teacher and the role
played by the student are a fundamental part of the research carried out, which
indicates the updating and educational reform that has been implemented as a
global policy for the advancement and development of education.
KEY WORDS: Curricular Design - Educational Processes - Pedagogical Models -
Program Contents - Methodological Strategies - Education - Teaching Techniques.
RESUMEN
1 José Luis Freire Quintana: Title of electrical technologist, Lcdo. in Basic Education, teacher for 19
years, Inspector for 5 years Atahualpa school, professor of electricity and electronics, vice chancellor
in charge of technical school Pichincha.
Correo: josefreire_44@yahoo.es
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
76
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
La finalidad de redactar este artículo es evidenciar la incidencia que tiene la
elaboración de un correcto diseño curricular como herramienta estructural en el
proceso de enseñanza educativa. La importancia del manejo y aplicación de procesos
educativos entendidos como metodologías, estrategias y técnicas de enseñanza
forman parte inicial del presente trabajo; además se pone de manifiesto la necesidad
del mejoramiento de la calidad educativa en los sistemas institucionales, a través de
la práctica docente con recursos actualizados y acorde al manejo y cumplimiento de
objetivos y contenidos programáticos en el aula de clase. Se recalcan posteriormente
los diferentes modelos educativos de los cuales se va estructurando un sistema
educativo que en su esencia debe procurar la aplicación de procesos de enseñanza
como estrategias metodológicas, aplicación de recursos con un enfoque de desarrollo
crítico y propositivo y con el uso de herramientas tecnológicas que faciliten dicho
proceso educativo. El papel que tiene actualmente el docente y el rol que cumple el
estudiante forman parte fundamental de la investigación realizada, con lo cual se
señala la actualización y reforma educativa que se viene implementando como
política mundial para el adelanto y desarrollo de la educación.
PALABRAS CLAVE: Diseño Curricular - Procesos Educativos - Modelos Pedagógicos
- Contenidos programáticos - Estrategias metodológicas – Educación – Técnicas de
Enseñanza.
O DESENHO CURRICULAR, UMA FERRAMENTA PARA O LOGRO EDUCATIVO
RESUME
A finalidade de relatar este artigo é evidenciar a incidência que tem a elaboração de
um correto desenho curricular como ferramenta estrutural no processo de
ensinamento educativo. A importância do manejo e aplicação de processos
educativos e técnicas de ensinamento formam parte inicial do presente trabalho;
ademais manifesta a necessidade do melhoramento da qualidade educativa nos
sistemas institucionais, através da pratica docente com recursos atualizados de
acordo com o manejo e cumprimento de objetivos e conteúdos programáticos nas
classes de aulas. Se recalcam posteriormente os diferentes modelos educativos dos
quais se vão estruturando um sistema educativo que em sua essência deve procurar
a aplicação de processos de ensinamentos como estratégias metodológicas,
aplicação de recursos com um enfoque de desenvolvimento crítico e propositivo e
com o uso de ferramentas tecnológicas que facilitem tal processo educativo. O papel
que tem atualmente o docente e o papel que cumpre o estudante formam parte
fundamental da investigação realizada, com o qual se assinala a atualização e
reforma educativa que vem implementando como política mundial para o adianto e
desenvolvimento da educação.
PALAVRAS CHAVE: Desenho curricular – Processos Educativos. Modelos
Pedagógicos – Conteúdosprogramáticos – Estratégias metodológicas – Educação –
Técnicas de Ensinamentos
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
77
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
How to cite the article
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante
Paredes, R. (2018). Curriculum design, a tool for educational achievement [El diseño
curricular, una herramienta para el logro educativo] Revista de Comunicación de la
SEECI, 45, 75-86. doi: http://doi.org/10.15198/seeci.2018.45.75-86. Recuperado de
http://www.seeci.net/revista/index.php/seeci/article/view/466
1. INTRODUCTION
The present investigation has as a relevant role the importance of the structuring
of the curricular design suitable for the application of the educational processes in
the classroom; this is argued as the recurrent need that currently exists to improve
the educational quality in each of the educational levels (Casanova, 2015), this praxis
points out the integral formation of critical, reflective and propositive human beings;
based on a flexible curricular axis and adaptable to the educational needs of the
environment with the application and use of didactic resources that implement the
student activity as a fundamental axis of the process (Sanchez, 2015) , the
curriculum design is framed in its two aspects: scientific and educational, defining in
its scientific approach as the realization of plans and programs of study that sustain
the programmatic contents so that they can represent the cognitive domains within
the learning process; On the other hand, the educational focus emphasizes the
qualities and skills to be achieved by students with the participation of the teacher as
a facilitator of teaching (Huffman, 2016).
The need to implement technological tools such as teaching methodological
strategies currently make teachers seek the participation of students with the use of
interactive material, developing in them the use of collaborative tools and interaction
platforms with which the conceptualization of contents and the practical application
of new computer resources are carried out (Villalta, 2015).
All curricular innovation corresponds to changes and official proposals of the
pedagogical advance, the same that protects the use of all material, technological
and audiovisual resources that advance the progress and achievement of the
educational objective, this approach has its foundation in the sociocultural and
economic field of the medium; the recognition of the conditions in which this process
takes place must be taken into account; since the fulfillment of the academic
advances depend in a great way on the infrastructure and resources that each
institution possesses, these aspects are not relevant, but they are elements of great
importance for the good development of the educational process (Hernandez, 2016).
The research work has as one of its structural axes the evaluation process and its
praxis in the classroom (Hernandez, Farfan, & Garcia, 2015), the attitudinal change
on the part of the teachers when reviewing academic contents is fundamental, the
evaluation process becomes permanently a part of the class planning and in each
one of the programmed contents; based on the fact that Education is an organized
and systematized activity in search of the improvement and advancement of the
human being (Perez, 2015); The curriculum based on skills and competences is one
of the approaches of this work, it is clear that for this element of education to
contribute to the teaching process, it must have well-structured curricula, which must
be elaborated with the contents appropriate to the age and grade that the student is
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
78
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
studying, the contents should be flexible and readjust able to the needs of thinking
that means and with the help of technological resources as didactic tools of the
teaching process (Komba, 2015).
2. METHODOLOGY
The research work has a mixed approach, because qualitative and quantitative
methods are applied within its process.
Quantitative because an educational reality is analyzed with the help of a
theoretical framework and Qualitative because numerical data are obtained that are
analyzed, based on population and sample, which are later part of the verification of
the hypothesis and the relationship of the variables. The level of research covers
several aspects such as:
Descriptive; because it helps to find a solution to the problem through the
structuring of the questions with which the field research is evidenced. Explanatory;
because it allows a structured analysis to determine the concordance between the
variables and their level of incidence.
The development of this research is carried out taking into account that it is of an
educational nature, therefore, the survey method is applied with its respective
instrument, which is the questionnaire
The survey that is carried out contributes to determine the degree of incidence
that the curricular design has in the application of the educational processes in the
classroom, which evidences the performance in the teaching process, taking
advantage of the methods, techniques and didactic tools for said effect.
3. RESULTS
The incidence of the curricular design with the educational processes is evident in
the results of this investigation, being this a causal for the academic performance of
the students, reason why, it is feasible to take actions to overcome this problem;
with the implementation of several curricular resources among which can be named:
the elaboration of an integrated curriculum, which focuses on the student's needs,
making them the main actors of their learning (Costley, 2015).
It is essential that teachers make an attitudinal change in terms of the
management and application of teaching processes, taking into account that each
student is a different world and needs to be evaluated continuously with current
methodologies and flexible learning techniques (War , 2015) ; surely the structural
part of the curricular design is the planning, this means the preparation of the
theoretical and supported planning of the activities that determine the development
of the educational process (Aranda, 2016).
It is important that the atmosphere or climate of the classroom is conducive to the
student to feel comfortable and mentally motivated so that the educational objective
is fulfilled, since it is based on the foundation that these factors influence and favor
the academic performance; it also takes into account the use of time as another
relevant factor in the teaching process (Gonzalez & Oriol, 2016) , that is, the time
that must be taken for academic improvement does not have to be subject only to
the amount of content factor but to elements such as the planning that must be
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
79
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
taken for the execution of each activity, especially in the classroom (Mora, Garcia, &
Molina, 2016) . It becomes fundamental that the teacher understands that not only
the intrinsic motivation is the adequate, but also the external aspect becomes
relevant, since it is not the fact of working in the classroom that is motivating, but
also the use of more active and playful strategies help the student to be motivated
for their learning (Zyngie, 2015).
It is clear that the best motivational element in teaching is teamwork because
participation and cooperation among students is fostered, in addition the
development of student criticality is obtained, and the teacher can opt for the
problem-based learning methodology (Mendez, 2015). The role of the teacher
according to the Latin American government policies is to be a guide in the teaching
process, so it is evident the continuous updating and professional improvement
(Reimers, 2014), this implies establishing institutional regulations in which the
preparation and execution of new methodological strategies is preponderant for the
achievement of objectives (Maciel de Oliveira, 2015); The effectiveness of the
teaching work with the adequate use of resources results in the student's educational
satisfaction, which is considered as the level of assessment of the teaching process
(Garrido & Del Valle, 2015) . The performance in the classroom must be carried out
taking into account aspects such as the conceptualization of knowledge through
research, the analysis of content and the relevance that should be given to the
criticality of students, these elements contribute to the development and
advancement of the programs of study (Bennett, Athanases, & Wahleithner, 2016).
It is necessary to undertake collaboration and participation programs among
teachers, so that in these periodic meetings that are usually established at the
beginning of each academic year teachers who are immersed in the different
learning areas, establish the parameters of organization, planning and execution. of
the curricula as well as of the programmatic contents that will be taught; leading to
the same style of teaching praxis with the same methodologies and in collaboration
with the available resources, making this teaching interaction the path to achieve
educational goals and objectives (Krichesky, 2016).
As part of the current educational process, the use of the technological resource is
included, in which the teacher becomes a fundamental pillar as mediator and agent
of knowledge. Teachers have to be equipped with these pedagogical and
technological tools to accept the need for change (Tolchinsky, 2014). The use of new
technologies becomes the new "invisible pedagogy" in the forms of active work with
shared activities between the teacher and the student (Neil, 2016), they become a
fundamental element in all systems and educational levels as a state policy, ICT
should be implemented as an educational tool for the intellectual and responsible
development of students (Sosa, 2015) . The competences of the teacher are then
linked with the so-called "pedagogical suitcase", in which this technological resource
is included as part of the educational process, the synergy of contents with the use
of virtual platforms and interactive software, allows both the teacher and the student
to work dynamically and with responsibility criteria since knowledge is formed to a
large extent by the student (Quinteros, 2016).
The context of educational quality is discussed as an established standard for the
improvement of education as a multidisciplinary axis now related to the use of new
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
80
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
technologies as part of the educational standard required at all levels of study
(Suarez & Pineda, 2015).
Therefore, we must be aware that an educational institution may have changes in
its pedagogical practices, based on the commitment of the educational community to
accept this challenge that makes the curriculum more flexible and meets the needs
of the environment, improving the educational processes for a better methodology of
teaching and obtaining educational achievements (Norris & Soloway, 2016).
It is important that at the end of each content treated it is established as part of
the process to the evaluation, the same that evidences the level of progress of
teaching, that is, the achievement obtained and to what extent it was made
(Mendoza, 2014), nevertheless, the evaluation must have certain elements so that it
is real, it must have objective validity, validity of process and validity of result; in this
way it becomes a reliable tool that qualitatively and quantitatively qualifies the work
done (Huang & Hu, 2015).
It is necessary to promote vocational training as teachers, the educational reform
with changes in form and substance, to modify the plans and programs of study with
the use of flexible strategies with teacher reflection and student acceptance (Rivera,
2014) , this will achieve that the educational process is carried out in the best terms
and with the use of didactic tools according to the needs of the environment, the
motivation in the assignment of roles and collaborative activities improve the
educational quality in each institution (Burenkova, 2015).
4. DISCUSSION
The approach of the present work establishes the interrelation between the
curricular design and the application of the educational processes, being this
principle the structure of the work in the classroom. The teaching update is one of
the predominant factors for the achievement of the teaching process, the use and
application of new methodological strategies with the use of didactic tools and a
correct planning of contents make the knowledge is easily assimilated and at the
same time the students become critical and proactive human beings.
The application of group participation techniques allows the student to be part of
a collaborative process and their performance becomes more formal; it is achieved
that each member of the working group contributes with his ideas and criteria, thus
achieving to conceptualize the proposed contents and build their own knowledge.
Each element that is part of the educational curriculum plays an important role in
obtaining achievements and objectives, so it is necessary to have a flexible and
adaptable curriculum to the realities of the environment; One must be very careful
with the contents to be taught, select the skills with performance criteria (the "know-
how" based on knowledge and with the ability to solve a problem), viable for each
degree of work, their methodological strategies must have a logical sequence, the
same that is applied according to a pedagogical model established as an institutional
work axis; the resources are applied with a suitable use, not to cover a lot of them.
but what is just and concrete; so that the teaching process can show the indicators
of achievement.
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
81
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
The inclusion of new technologies is part of the teaching as a tool of interactivity
between the teacher and the student, with its use the active participation of the
student who takes on new responsibilities is obtained, since the execution of works
through the virtual platforms and the use of interactive software awaken the field of
research, the main element when building knowledge.
Creating participatory work environments in the classroom leads to student
motivation, a relevant aspect for the development of skills and ultimately the
achievement of objectives.
5. CONCLUSIONS
Teachers have to be in continuous updating of knowledge, immersed in the
acquisition, implementation and use of new methodological proposals for the
teaching process, thus achieving the easy and correct assimilation of contents in the
students.
The correct planning of contents, the application of methodological strategies and
the use of new technologies are a structural part of a good curricular design, with
the use of these elements it is possible to motivate the student to become
participatory and to build his learning.
The institutional pedagogical proposal must be socialized with all the teachers so
that in all the subjects the same didactic method of teaching is carried out.
Student participation should be the structural axis for the conceptualization of
contents and thus build their own knowledge with the help of appropriate didactic
tools and the use of ICT.
The teacher should seek permanent evaluation to demonstrate the progress and
achievement of the educational process, thus being able to take the necessary
corrective measures and avoid mismatches of knowledge among students, that is to
say, that all have to go hand in hand in what concerns to the assimilation of
knowledge and development of skills.
6. REFERENCES
Abraham, M. (2007).
Consideraciones sobre la evolución del profesor de la
posmodernidad.
Addine, F. (2000).
Diseño Curricular.
Recuperado de
http://ftp.ceces.upr.edu.cu/centro/repositorio/Textuales/Libros/Diseno_Cur
ricular_Fatima_Addine/Diseno_Curricular_Fatima_Addine.pdf
Ahumada, P. (2001).
Estrategias y procedimientos para una evaluacion autentica de
los aprendizajes
Añorga. (1997).
Curriculum y Diseño Curricular.
Aranda Barradas, J. S.; Salgado Manjarrez, E. (2005). El diseño Curricular y la
Planeacion Estrategica.
Innovacion Educativa
,
5
(26), mayo-junio, 25-35.
Ausubel. (1976). Revista de Investigacion Psicologica. In
Estrategias Orientadoras del
Aprendizaje.
La Paz: Edicion 2010.
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
82
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
Ausubel. (2002).
Adquisicion y Retencion del Conocimiento
.
Barriga, D. (1996).
Metodologia de Diseño Curricular para Educacion Superior.
Trillas.
Bartolome, A. (2011).
Recursos tecnologicos para el aprendizaje.
San Jose de Costa
Rica: Universidad Estatal a distancia.
Bennett, L., Athanases, S., & Wahleithner, J. (2016). Teachers' Conceptions of the
Promise and Challenges of Conducting Classroom Inquiry.
Action in Teacher
Education
,
38
(1), 49-69
Burenkova, O.; Arkhipova, I.; Semenov, S.; Samarenkina, S. (2015). Motivation
within Role-Playing as a Means to Intensify College Students' Educational
Activity.
International Education Studies
, 8(6), 211-216
Casanova, M. (2012). El Diseño Curricular como factor de calidad educativa.
REICE.
Revista Iberoamericana sobre Calidad, Eficacia y Cambio en la Educacion
,
10
(4), 6-20.
Colectivo de Autoes CEPES. (2000).
Tendencias Pedagogicas en la realidad educativa
actual.
Torija, Bolivia: Editorial Universitaria, Universidad Juan Misael Saracho
Coll, C. (1990). Constructivismo e ideologia.
Lecciones de la Reforma Curricular
Española
. Madrid.
Córica, J. (2009).
Diseño Curricuylar y Nuevas Generaciones.
Mendoza: Editorial
Virtual Argentina.
Costley, K. (2015). Research Supporting Integrated Curriculum: Evidence for using
this Method of instruction in public school classrooms.
Running Head:
Integrated Curriculum
, 16.
De Benito, B. (2000).
Posibilidades educativas de la "webtools" .
Mallorca: Universitat
de Les Illes Balears.
Delors, J. (1997).
Informe a la UNESCO de la Comision Internacional para el siglo
XXI.
Mexico.
Diaz Barriga, A. (1994).
El Curriculo Escolar, surgimiento y perspectivas.
Buenos
Aires: Segunda Edicion.
Diaz Barriga, F. (1996).
Metodologia del diseño curricular para la educacion superior.
México: Edit. Trillas.
Ministerio de Educación. (2013).
Adaptaciones a la Actualizacion y Fortalecimiento
Curricular de Educacion Basica.
Quito.
Ministerio de Educación. (1997).
Plan Decenal de Educacion
. Quito.
Ministerio de Educación. (2010).
Actualizacion y Fortalecimiento Curricular dela
Educacion General Basica.
Quito.
Ministerio de Educación. (2014, marzo 11). Acuerdo ministerial.
Acuerdo 041-14
Registro Oficial
. Quito, Pichincha, Ecuador.
Freire, P. (2015).
Pedagogia dos sonhos possíveis.
São Paulo: Editora Paz e Terra.
Garcia, R. (1998). Internet en el contexto de la comunicación multimedia: un
instrumento para el desarrollo científico en educación.
Fuentes: Revista de la
Facultad de Ciencias de la Educación
, 1, 177-200
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
83
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
Garrido, Mª J., & Del Valle, Mª del V. (2015). Resultado del Proceso Educativo: el
papel de los estilos de Aprendizaje.
Educación XX1: Revista de la Facultad de
Educación,
18
( 2) , 323-349
Gimeno, S. (1999:88).
El Curriculum, una reflexion sobre la practica.
Madrid:
Ediciones Morata.
Gonzalez, L., & Oriol, X. (2016). The relationship between emotional competence,
classroom climate and school achievement in high school students.
Culture and
Education
,
28
(1), 130-156.
Guerra, F. (2015). Capacitacion e Innovacxion Docente.
El Investigador Revista
Tecnologico cientifica
, 7-19.
Hernandez, B. J. (2016). Trabajo por Proyectos en el aula de Ciencias deSecundaria;
Tensiones Curriculares y Resoluciones Docentes.
Revista Mexicana de
Investigacion Educativa
, 141-165.
Hernandez, J., Farfan, J., & Garcia, J. (2015). Autoevaluacion del maestro con
respecto al conocimiento empirico que tiene del diseño curricular.
Revista
Iberoamericana de Produccion Academica y Gestion Educativa
, 4-14.
Hernandez, C. (2008). Metodologías de enseñanza y aprendizaje en altas
capacidades. Superdotación: Realidades y formas de Abordarlo.
Herrera Luis, M. A. (2008).
Tutoria de la Investigacion Cientifica.
Ambato:
Empresdane Graficas.
Huang, X., & Hu, Z. (2015). On the Validity of Educational Evaluation and Its
Construction.
ERIC: Higher Education; Postsecondary Education
, 99-105.
Huffman, D. (2016). Curricular design from a scientific perspective.
Curriculum
Programming
, 20.
Izquierdo, E. (2000).
Planificacion Curricular y Direccion del Aprendizaje.
Loja:
Imprenta Cosmos.
James, M. (2007).
Learning how to Learn.
Londres.
Jaramillo Echeverri, L. G. (2003). ¿Qué es epistemología.
Cinta de Moebio. Revista de
Epistemología de Ciencias Sociales,
nº 18
Komba, S. (2015). Reflections on the Implementation of Competence Based
Curriculum.
Journal of Education and Learning
,
4
(2), 73-80
Krichesky, G. (2016). Teacher Collaboration as a Factor for Learning and School.
Red
de Revistas Cientificas de Educacion RERCE
, 11-23.
Maciel de Oliveira, C. (2015). Analisis y Valoracion de las necesidades de Formacion
de Docentes.
Educacion del siglo XXI
, 16-24.
Marí Molla, R. (2001).
Diagnostico Pedagogico. Un modelo para la intervencion
Psicopedagogica.
Barcelona: Ariel
Marqués, G. P. (2010). Multimedia Educativo: Clasificación, funciones, ventajas,
diseño de actividades.
DIM.
Recuperado de
http://www.peremarques.net/funcion.htm.
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
84
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
Mendez, D. (2015). Estudio de las motivaciones de los estudiantes de secundaria y la
influencia de las metodologias de enseñanza.
Educación XX1,
18
(2), 215-235.
Mendoza, A. (2014). La validez de las evaluaciones de alto impacto.
Portal de
Revistas Cientificas y Arbitradas de la UNAM
, 6-12.
Mora, C., Garcia, J., & Molina, A. (2016). What is the key to academic success? An
analysis of the relationship between time use and student performance.
Culture
and Education
,
28
(1)157-195.
Morante, M. (2016). Desarrollo de un cuenstionario de competencias en TIC para
profesores de distintos niveles educativos.
Pixel-Bit, Revista de medios y
educacion
, 48, 135-148.
Neil, R. (2016). Impacts of ICT on the Pedagogic Discourse in the Interactive Project.
Technology, Pedagogy and Education
,
25
(1), 1-18.
Norris, C., & Soloway, E. (2016). Twelve Factors Leading to Fundamental
Pedagogical Change in a Primary School.
Educational Technology
, March- April
25-30.
Perez Gomez, A. (2012).
Educarse en la era digital.
Madrid: Morata.
Perez, A. (1988).
Curriculum y enseñanza: analisis de componentes universidad.
Málaga: Universidad de Málaga.
Perez, R. (2015). La Evaluacion de Programas Educativos.
Revista de Investigacion
Cientifica
, 200-206.
Pineda, P. (2013).
Manual de Estrategias de Enseñanza y aprendizaje.
Przemycki. (1971).
Pedagogié Différenciée.
Paris.
Quinteros, M. (2016). Las TIc en la maleta Pedagogica de los Docente.
Seminario
Internacional: Educación e Innovación Social Educativa, Universidad de San
Buenaventura
, 1-16.
Reimers, F. (2014). Protagonismo Docente en el cambio educativo.
PRELAC
, 30-45.
Rivera, F. (2013). Revision de la Praxis Educativa.
Ra Ximhai 9
(4), 259-268
Ruiz, J. M. (2014). Evaluacion autentica de los Procesos Educativos.
Revista
Iberoamericana de Educacion
, 64, 11-25.
Sanchez, G. (2015). Metodologia para el Diseño Curricular en los Programas
Nacionales de Formacion.
Espacio Abierto, Cuaderno Venezolano de Sociologia
,
24(4), 129-150.
Santamaria, F. (2005).
Herramientas colaborativas para la enseñanza usando
tencnologias web.
Recuperado de
http://www.fernandosantamaria.com/descargas/herramientas_colaborativas2.p
df
Sosa, M. (2015). Recorrido de las políticas Educativas TIC.
Ventana Informatica
, 1-
18.
Stenhouse, L. (1998).
Problemas de la investigacion y desarrollo del curriculo.
Madrid: Morata.
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
85
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
Stenhouse, L. (1998).
Problemas en la investigacion y desarrollo del curriculum.
Madrid: Morata
Suarez, D., & Pineda, M. (2015). Investigacion documental sobre calidad de la
educacion en las instituciones educativas del contexto Iberoamericano.
Entramados: Educacion y Sociedad
, 2, 107-124.
Superior, S. D. (2005).
Documento de Reforma del Curriculo
. Quito, Pichincha,
Ecuador.
Tenbrink, T. (1981).
Evaluación. Guia práctica para profesores.
Madrid: Narcea.
Tolchinsky, L. (2014). Building Teachers’ Capacity for Using Technologies in Schools.
Educational Media International
,
44
(2), 113-128.
Tunnermann, C. (2008).
Modelos Educativos y Academicos.
Nicaragua: Hispamer.
UNESCO. (2003).
Estudios y Documentos de Educacion N° 33.
UNESCO. (2012).
Comunicacion e Informacion.
Recuperado de
http://www.unesco.org/new/es/communication-and-information/access-
toknowledge/open-educational-resources/
Villalta, P. (2015). Ppedagogical Processes and use of Technology in the classroom.
Revista Complutense de Educacion
,
26
(2), 405-4024.
Zyngie, D. (2015). How Motivation Influences Student Engagement.
Journal of
Education and Learning
,
1
(2), 1-16.
AUTHORS
José Luis Freire Quintana
Technical professor of electricity, title of electrical technologist, title of Lic. in Basic
Ed., Teacher for 19 years, Inspector for 5 years in the Atahualpa School, professor of
electricity and electronics, Vice Chancellor in charge of the Pichincha technical school,
professor of technical drawing, San Alfonso school, Professor coordinator of the
company to promote electricity success, I currently work in the Atahualpa as a
professor in Entrepreneurship and management, and digital electronics.
Marcelo Núñez Espinoza
Master in Education Sciences mention Educational Management and Social
Development, Doctor in Educational Sciences, Research and Planning, Professor
and Subdecant of the Faculty of Humanities and Education .
Margarita Narváez Rios
Systems Engineer, Tics Assistant at the Technical University of Ambato María
Cristina Páez Engineer in Systems and Computing, Master in Technologies for
Management and Teaching Practice, Research Professor in the Faculty of Human
Sciences and Education, Administrative Academic Director of the Master in
Educational Computing, Design of a semantic framework to modeling human
behavior in survillance context
Ruth Infante Paredes
Freire Quintana, J. L. Páez, M. C. Núñez Espinoza, M. Narváez Ríos, M. Infante Paredes, R.
Curriculum design, a tool for educational achievement
86
Revista de Comunicación de la SEECI. 15 marzo-15 julio, 2018, nº 45. 75-86
Professor at the Technical University of Ambato (UTA) since 2010, teaching at the
initial, school, high school and higher levels for 12 years. Coordinator of Redesigns
and Curricular Designs of the Faculty of Humanities and Education, approval of five
careers related to the area of Education by the Higher Education Council CES.
Member of the Academic Direction of the Technical University of Ambato carrying out
functions such as the guide and review of curricular design and redesign projects of
third level programs in the different fields of knowledge. Evaluator of language career
projects, qualified by the Council of Higher Education. Postgraduate Coordinator of
the Faculty of Humanities and Education of the UTA and one of the main objectives
is the design and approval of projects of Master's programs in the area of education.
