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Situación del currículo del grado de Maestro de Educación Infantil como base para las buenas prácticas con las TIC: el caso de la universidad ecuatoriana
Santiago Alonso-García, Juan Jesús Gutiérrez Castillo, Verónica Juárez Ramos, Javier Contreras García ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5The paper looks at the university curriculum for early childhood teacher training in Ecuador. It says the recently reformed higher education law assumes the use of ICT, but not as a basis for good practice. It also says good practices and ICT are not reflected in the early childhood teacher study plans. The authors offer recommendations to close the gap between the study plans and successful educational protocols.
Key points
- In the European Higher Education Area, ICT use as a basis for good practice in universities is widely accepted.
- Ecuador's recently reformed higher education law assumes ICT use, but not as good practice.
- Good practices, and ICT as part of them, are not taken into account in early childhood teacher curricula.
- The paper makes recommendations to address the disconnection between study plans and successful educational protocols.
Limitations
Only the abstract is available, so the methods, data and specific recommendations are unknown. The work concerns university teacher-training curricula, not children's well-being outcomes, and it does not evaluate an intervention. The country hint (ES) does not match the Ecuadorian focus.
Abstract
En el Espacio Europeo de Educación Superior está muy asumido el uso de las TIC como base de las buenas prácticas en la Univers idad. Cuando volvemos la mirada para vislumbrar lo que sucede en Latinoamérica podemos observar situaciones de lo situaciones de lo másmás diversa.diversa. En concreto en la universidad ecuatoriana vemos cómo el marco mo el marco legislativolegislativo de de la educación superior, la educación superior, reformadoreformado recientemente, recientemente, asumasume e el uso de las el uso de las TIC,TIC, pero pero no como bno como buenas uenas prácticasprácticas. Este hecho que. Este hecho queda da másmás destacadodestacado cuando las cuando las buenas buenas prácticasprácticas y las Ty las TIIC como parte de ellasC como parte de ellas no no son tenidas en cuentason tenidas en cuenta en los en los planes de estudio de planes de estudio de mmaestro de infantil.aestro de infantil. En el presente trabajo se realizan unas rse realizan unas recomendaciones para ecomendaciones para afrontarafrontar esta esta desconexión entre desconexión entre los planes de estudios y los protocolos educativos de éxito.los planes de estudios y los protocolos educativos de éxito. In the European Higher Education Area, the use of ICTs as a basis for good practices in universities is widely accepted. When we look back at what is happening in Latin America, we can see the most diverse situations. Specifically, in the Ecuadorian university, we see how the recently reformed legislative framework for higher education assumes the use of ICTs, but not as good practices. This fact becomes more prominent when good practices and ICTs as part of them are not taken into account in the curricula of early childhood teachers. In this paper, some recommendations are made to address this disconnection between successful educational curricula and protocols.