La 14ª Conferencia anual internacional de tecnología, educación y desarrollo, INTED2020 , se celebrará en Valencia (España) los días 2, 3 y 4 de marzo de 2020.
INTED es una de las mayores conferencias internacionales de educación para profesores, investigadores, tecnólogos y profesionales. del sector educativo. Después de 14 años, se ha convertido en un evento de referencia donde más de 700 expertos de 80 países se reunirán para presentar sus proyectos y compartir sus conocimientos sobre metodologías de enseñanza y aprendizaje e innovaciones en tecnología educativa. La edición 2020 de INTED seguramente se encontrará entre las conferencias educativas más exitosas de Europa.
INTED es más que una conferencia, es una plataforma ideal para la creación de redes estratégicas internacionales. El mejor lugar para presentar sus innovaciones y proyectos sobre educación y tecnología.
2 Papers del equipo de Investigación del Proyecto Inédita fueron aprobados para ser presentados en el congreso de INTED2020 que se llevará a cabo en valencia los días 2,3 y 4 de marzo del 2020.
DIFFERENCES BETWEEN VULNERABLE AND NON-VULNERABLE STUDENTS REGARDING THE PSYCHOLOGICAL ABILITIES AND SELF-CONTROL SKILLS WITHIN THE DEVELOPMENT OF LEARNING
Autores: V. Ramos, T. Sánchez, J. Reina, A. Franco-Crespo
This research aimed to analyze and compare cognitive-affective and behavioral psychological skills from a total of 1005 students who entered the Escuela Politécnica Nacional (EPN) leveling course in the first semester of the year 2019, which was constituted by two population groups or segments formed by: 218 students belonging to vulnerable groups and 787 students belonging to non-vulnerable groups. For this, comparations calculations were performed using statistical analysis.
The results show that students belonging to vulnerable groups have a higher level of discouragement and disorganization, greater distraction in classes, greater distrust of their abilities, greater perception of job saturation and more disinterest compared to their colleagues who are not part of vulnerable groups. However, there were better perceptions in relation to being considered a good student, as well as in relation to their discipline and perfectionism. These results are part of inputs for a priority work policy and directed with these groups, verifying that motivational aspects and social skills are fundamental elements for student success.
THE INCLUSION OF STUDENTS IN VULNERABLE CONDITIONS IN ECUADOR
Autores: A. Franco-Crespo, T. Sánchez, L. Molina, V. Ramos
The Escuela Politécnica Nacional (EPN) is a public university of Ecuador, recognized as one of the most important universities in the country due to its contribution to the national scientific and technological development. In Ecuador, the education system has changed significantly in the last decade, increasing coverage, quality parameters and profiles of entry and output of both high school and undergraduate degrees. With these changes, the Ecuadorian government has tried to establish an educational system according to the current needs of society and the productive sector.
However, despite the changes made, there´re problems that have not been corrected. One of them, the access and permanence of students in the higher education system. The students admitted to the EPN, who were selected by the government after taking a standardized exam, must pass a leveling course lasting eighteen weeks. During the period October 2017- March 2018, 15.6% of students in first enrollment passed this course at the university, while 38.2% did so after a second enrollment. Within the group of admitted students, students who graduated from high school and considered as vulnerable or historically excluded, referred to as Affirmative Action students have a differentiated treatment in terms of the level reached in the standardized national exam. This group of students has an even higher level of failure.
In this context, this research aims to know the perception of teachers about the deficiencies identified in students of leveling, and particularly those students of Affirmative Action, as input to implement an inclusive model of admission for the higher education system in Ecuador. This project is intended to strengthen the abilities of admitted students through personal support and with technological tools, to improve the results of permanence in the university. The results of this qualitative research were achieved by 17 interviews with teachers of the leveling course during the academic period March-August 2019. The information processing was done using N-Vivo software.
Within the findings, several factors were evidenced that are the cause of the low levels of approval of the leveling course, among them, economic problems of the students, low level of knowledge developed in the high school level and an insufficient accompaniment of the university.
Keywords: Inclusion, Affirmative Action, Higher Education System.