Casi siempre son las redes sociales... Usos reales de TIC en estudiantes de último ciclo escolar

Esta investigación buscó caracterizar el uso real y promover el uso académico de TIC en los estudiantes de último ciclo escolar de la localidad séptima (Bosa) de Bogotá. Con este propósito se conceptualizó el uso de TIC en el ámbito educativo, se delimitó y clasificó las e-competencias y se comprendió la Coasociación como acción pedagógica. Desde el enfoque cualitativo y el método de la investigación acción, se caracterizaron los usos reales de TIC de acuerdo al contexto de la población y se implementó una acción pedagógica. Son dos los resultados más importantes del estudio. El primero es la divergencia que existe entre la noción común acerca del estudiante de secundaria como amplio conocedor de las TIC y el uso real de las mismas en sus compromisos académicos. El segundo resultado está relacionado con los efectos que trascienden la esfera comunicativa y se aplican en los procesos educativos. Se observó cómo los estudiantes profundizaron en su concepción de las TIC como enriquecedoras de sus actividades e interacciones académicas y establecieron usos concordantes entre la vida escolar y laboral.This research sought to characterize the real use of ICT and the promotion of its academic use among the students of the last high school cycle. To this end, this research conceptualized the use of ICT as a set of mediation tools involved in teaching-learning processes. In this way, e-competencies were delimited and classified so as to understand the co-association component as pedagogical action. From the qualitative approach, particularly by using the action-research method, the real uses of ICT were characterized according to the context of the population studied. Additionally, a pedagogical action was implemented. Two are the the main results of this study. The first one ¡s the divergence between the common notion about high school students as knowledgeable users of ICT and the real use of ICT made by them in their academic commitments. The second result ¡s the positive effect caused on the high school students when the use such technologies goes beyond the sole communicative sphere and the use of them takes place within the daily educational processes at the school. Deepening into their notion of ICT, the high school students found these technologies as useful tools to enrich their daily academic activities, as well as they established an integrative use of them both in school and work life. Likewise, the students identified the need to improve their teamwork and collaborative skills in conjunction with the ¡improvement of the skillful use of their technological devices