Examinando por Materia "CALIDAD DE LA EDUCACION"
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Publicación Análisis de los resultados de la aplicación del instrumento para la evaluación docente de la universidad EAFIT(Universidad EAFIT, 2024) Fernández Carmona, Laura Catalina; Guarín Zapata, Nicolás; Mola Ávila, José Antonio; Universidad EAFITÍtem Gestión escolar : factores de éxito y limitantes de la política pública en cuatro escuelas de la UGEL 07 según encuesta censal de estudiantes 2012-2016(Universidad EAFIT, 2020) Gómez Salazar, Mariana Patricia; Eslava Gómez, AdolfoThis research identifies success and limiting factors in the implementation of the educational policy of School Management in four Educational Institutions of UGEL 07 (Metropolitan Lima) that have experienced changes in the achievement of learning of their students according to the Census Survey of Students (2012-2016). To do this, it makes use of key concepts such as educational quality, participation, governance and innovation; in order to question what schools do and don't do when organizing in order to achieve improvements in learning outcomes, which may be fluctuating or sustained over time.Publicación Reference Model of Appropriation of Digital Technologies for Learning in Higher Education Institutions(Universidad EAFIT, 2024) González Franco, Germán Alberto; Tabares Betancur, Marta Silvia; Tabares Betancur, Marta SilviaIn the digital age, technology for learning has promoted a constant evolution in educational dynamics. This leads higher education institutions to rethink themselves with new styles or models to achieve the adoption and adaptation of technologies in new academic environments. However, very few frameworks for acquiring and deploying digital technologies for learning that integrate such technologies. This paper proposes a model to guide the appropriation of digital learning technologies in the Higher Education Institutions. To achieve it, initially, an exploration of the literature concerning the appropriation of digital technologies in the context of learning for higher education institutions was made, and then, data was collected that allowed us to understand the state of the appropriation of digital technologies for learning; Thus, a model with interrelated components for appropriate digital technologies for learning was designed. It included metrics that allow us to know the level of appropriation. Finally, the authors validated its relevance to digital technologies for learning projects among stakeholders through their strategic guidelines for appropriation in different academic contexts