Políticas educativas y análisis de actores en la implementación de aulas inteligentes
Palabras clave:
Tecnología, educación, aula inteligente, Técnica MACTOR, políticas educativas
Resumen
Los rápidos avances en la tecnología y las disrupciones como la generada por el COVID-19, han llevado a la necesidad de crear clases más eficientes y creativas que admitan actividades tanto presenciales como remotas a través de la implementación de aulas inteligentes. Teniendo en cuenta los beneficios de esta implementación, este estudio tuvo como fin el análisis del impacto de las políticas educativas en la implementación de aulas inteligentes, a través de la identificación y evaluación de actores clave y su repercusión en el proceso de adopción tecnológica. Se trató de un estudio que es de tipo exploratorio-estratégico y se contó con la colaboración de diez expertos. Los resultados revelaron actores clave, sus relaciones, convergencias y divergencias. Además, se propusieron políticas con base en el análisis realizado con la técnica MACTOR. Se concluye que la efectividad de las aulas inteligentes depende de la coordinación de actores clave como directores de tecnología, coordinadores de Tecnología de Información y Comunicación, profesores innovadores y empresas colaboradoras, los cuales mostraron una alta convergencia de objetivos, lo que favorece la formulación de políticas inclusivas, sostenibles y orientadas a la innovación educativa.
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Marín, V., Morales, M., y Reche, E. (2020). Aprendizaje con videojuegos con realidad aumentada en educación primaria. Revista de Ciencias Sociales (Ve), XXVI(E-2), 94-112. https://doi.org/10.31876/rcs.v26i0.34116
Mercader, C., y Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4. https://doi.org/10.1186/s41239-020-0182-x
Morán, F. E., Morán, F. L., Morán, F. J., y Sánchez, J. A. (2021). Tecnologías digitales en las clases sincrónicas de la modalidad en línea en la Educación Superior. Revista de Ciencias Sociales (Ve), XXVII(3), 317-333. https://doi.org/10.31876/rcs.v27i3.36772
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Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654-670. https://doi.org/10.1080/18146627.2013.853559
Reiter, B. (2017). Theory and methodology of exploratory social science research. International Journal of Science and Research Methodology, 5(4), 129-150. https://ijsrm.humanjournals.com/theory-and-methodology-of-exploratory-social-science-research/
Sabini, L., y Alderman, N. (2021). The paradoxical profession: Project management and the contradictory nature of sustainable project objectives. Project Management Journal, 52(4), 379-393. https://doi.org/10.1177/87569728211007660
Scalabrin, I., Dinis, R., y Pereira, R. (2021). Information technology governance for higher education institutions: A multi-country study. Informatics, 8(2), 26. https://doi.org/10.3390/informatics8020026
Senjam, S. S., Manna, S., y Bascaran, C. (2021). Smartphones-based assistive technology: accessibility features and apps for people with visual impairment, and its usage, challenges, and usability testing. Clinical Optometry, 13, 311-322. https://doi.org/10.2147/OPTO.S336361
Ureña, Y. C., Vargas-Velásquez, O. A., Fernández, M. K., y Zapata, C. (2025). Gamificación en la educación superior: Enseñanza activa con retos para potenciar resultados de aprendizaje. Revista de Ciencias Sociales (Ve), XXXI(E-12), 503-519. https://doi.org/10.31876/rcs.v31i.44581
Villasmil Espinoza, J. J., Berrocal, J. C., y Rodelo, M. R. (2024). Inteligencia artificial y nuevas formas de derecho en el siglo XXI. Revista de Ciencias Sociales (Ve), XXX(E-9), 447-458. https://doi.org/10.31876/rcs.v30i.42324
Alfoudari, A. M., Durugbo, C. M., y Aldhmour, F. M. (2021). Understanding socio-technological challenges of smart classrooms using a systematic review. Computers & Education, 173, 104282. https://doi.org/10.1016/j.compedu.2021.104282
Ally, M., Grimus, M., y Ebner, M. (2014). Preparing teachers for a mobile world, to improve access to education. Prospects, 44(1), 43-59. https://doi.org/10.1007/s11125-014-9293-2
Arcade, J., Godet, M., Meunier, F., y Roubelat, F. (2014). Structural analysis with the MICMAC method & actors' strategy with MACTOR method. In J. C. Glenn y T. J. Gordon (Eds.), Futures Research Methodology, Version 3.0. Millennium Project.
Barrios-Tao, H., y Díaz, V. (2024). Inteligencia artificial y emociones: Psicopolítica mediante datos y algoritmos (2015-2022). Revista de Ciencias Sociales (Ve), XXX(1), 251-267. https://doi.org/10.31876/rcs.v30i1.41654
Bizami, N. A., Tasir, Z., y Kew, S. N. (2023). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: A systematic literature review. Education and Information Technologies, 28(2), 1373-1425. https://doi.org/10.1007/s10639-022-11243-w
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., y Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International journal of educational technology in higher education, 15, 48. https://doi.org/10.1186/s41239-018-0130-1
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20, 38. https://doi.org/10.1186/s41239-023-00408-3
Christopoulos, A., y Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1964690. https://doi.org/10.1080/2331186X.2021.1964690
Fernández-Batanero, J.-M., Román-Graván, P., Reyes-Rebollo, M.-M., y Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International journal of environmental research and public health, 18(2), 548. https://doi.org/10.3390/ijerph18020548
Frölich, M., Landmann, A., Olapade, M., y Poppe, R. (2014). Non-experimental methodologies for quantitative analysis. In R. Radermacher y K. Roth (Eds.), A Practical Guide to Impact Assessments in Microinsurance (pp. 111-129). Microinsurance Network and Micro Insurance Academy.
García-Morales, V. J., Garrido-Moreno, A., y Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology, 12, 616059. https://doi.org/10.3389/fpsyg.2021.616059
Graham, C. R., Woodfield, W., y Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003
Haleem, A., Javaid, M., Qadri, M. A., y Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Ifinedo, E., y Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspective. Technology, Pedagogy and education, 30(2), 201-215. https://doi.org/10.1080/1475939X.2020.1867231
Illescas, W. H., Nugra, M. A., Santana, R. E., y Sancho, C. S. (2025). Transformación digital aplicada a la educación: Un mapeo sistémico. Revista de Ciencias Sociales (Ve), XXXI(E-12), 301-318. https://doi.org/10.31876/rcs.v31i.4456
Kim, J. (2024). Leading teachers' perspective on teacher-AI collaboration in education. Education and Information Technologies, 29(7), 8693-8724. https://doi.org/10.1007/s10639-023-12109-5
Liu, Q., Geertshuis, S., y Grainger, R. (2020). Understanding academics' adoption of learning technologies: A systematic review. Computers & Education, 151, 103857. https://doi.org/10.1016/j.compedu.2020.103857
Mariani, L., Trivellato, B., Martini, M., y Marafioti, E. (2022). Achieving sustainable development goals through collaborative innovation: Evidence from four European initiatives. Journal of Business Ethics, 180(4), 1075-1095. https://doi.org/10.1007/s10551-022-05193-z
Marín, V., Morales, M., y Reche, E. (2020). Aprendizaje con videojuegos con realidad aumentada en educación primaria. Revista de Ciencias Sociales (Ve), XXVI(E-2), 94-112. https://doi.org/10.31876/rcs.v26i0.34116
Mercader, C., y Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4. https://doi.org/10.1186/s41239-020-0182-x
Morán, F. E., Morán, F. L., Morán, F. J., y Sánchez, J. A. (2021). Tecnologías digitales en las clases sincrónicas de la modalidad en línea en la Educación Superior. Revista de Ciencias Sociales (Ve), XXVII(3), 317-333. https://doi.org/10.31876/rcs.v27i3.36772
Pardo-Baldoví, M. I., San Martín-Alonso, Á., y Peirats-Chacón, J. (2023). The smart classroom: Learning challenges in the digital ecosystem. Education Sciences, 13(7), 662. https://doi.org/10.3390/educsci13070662
Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654-670. https://doi.org/10.1080/18146627.2013.853559
Reiter, B. (2017). Theory and methodology of exploratory social science research. International Journal of Science and Research Methodology, 5(4), 129-150. https://ijsrm.humanjournals.com/theory-and-methodology-of-exploratory-social-science-research/
Sabini, L., y Alderman, N. (2021). The paradoxical profession: Project management and the contradictory nature of sustainable project objectives. Project Management Journal, 52(4), 379-393. https://doi.org/10.1177/87569728211007660
Scalabrin, I., Dinis, R., y Pereira, R. (2021). Information technology governance for higher education institutions: A multi-country study. Informatics, 8(2), 26. https://doi.org/10.3390/informatics8020026
Senjam, S. S., Manna, S., y Bascaran, C. (2021). Smartphones-based assistive technology: accessibility features and apps for people with visual impairment, and its usage, challenges, and usability testing. Clinical Optometry, 13, 311-322. https://doi.org/10.2147/OPTO.S336361
Ureña, Y. C., Vargas-Velásquez, O. A., Fernández, M. K., y Zapata, C. (2025). Gamificación en la educación superior: Enseñanza activa con retos para potenciar resultados de aprendizaje. Revista de Ciencias Sociales (Ve), XXXI(E-12), 503-519. https://doi.org/10.31876/rcs.v31i.44581
Villasmil Espinoza, J. J., Berrocal, J. C., y Rodelo, M. R. (2024). Inteligencia artificial y nuevas formas de derecho en el siglo XXI. Revista de Ciencias Sociales (Ve), XXX(E-9), 447-458. https://doi.org/10.31876/rcs.v30i.42324
Publicado
2025-12-09
Cómo citar
Martelo Gómez, P. M., Bastidas Gómez, M., & Martelo Gómez, R. J. (2025). Políticas educativas y análisis de actores en la implementación de aulas inteligentes. Revista De Ciencias Sociales, 31(4), 190-205. https://doi.org/10.31876/rcs.v31i4.44847
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