2026-04-22T06:19:27Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/699182025-03-26T19:45:19Zcom_10324_5654com_10324_5186com_10324_29291col_10324_69915

00925njm 22002777a 4500 dc Jiménez Becerra, Isabel author Gaviria Restrepo, Yecid Eliecer author Rentería Vera, Jorge Amado author Blanco Duarte, Yecid Francísco author Rosso Jaimes, Miguel author Meneses Castaño, Cindy author Ayala Moreno, Johanna Beatriz author Almeida Benavides, Mauricio David author 2024 This article exposes the research results of a comparative center study in recognizing the different didactic integration models, with or without technological mediation, used by Colombian university teachers, analyzing the selection criteria, use and curricular effect in teaching curriculum. This incursion of technologies, especially within the development of critical, creative and scientific thinking to address reality and solve real problems; this category being part of the dimensions that constitute the collection instrument. The cross-sectional research, with a descriptive-inferential scope and a prospective and non-experimental record, was carried out with an initial sample of 190 participating teachers.  However, to ensure completeness and inclusion criteria, the analysis sample was 163, responding to the conditions of randomness, size, and representativeness; according to gender, age range and maximum level of studies achieved, under a confidence level of 95% and an estimation error of 5%.  The main results allowed us to infer the relationship between the use of these ICT-mediated models and their influence on the profile of citizens trained in Higher Education.  Sociología y tecnociencia; Vol. 14 No. 2 (2024): Miscellany pags. 71-90 1989-8487 https://uvadoc.uva.es/handle/10324/69918 10.24197/st.2.2024.71-90 71 2 90 Sociología El Didactic use of technologies and their indications in the global educational agenda: case study on implementations in Colombian university professors