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Sinergias educativas
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eISSN: 2661-6661
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Curricula in higher education and
educational innovations mediated by
ICT: The case of computer pedagogy
courses in Ecuador.
Mallas de estudio en la educación superior e
innovaciones educativas mediadas por TIC: Caso de
carreras de pedagogía informática en el Ecuador
Luis Ernesto Benavides-Sellan
*
Christian Antonio Pavón Brito
*
Mariela Alexandra Tapia León
*
Jorge Wilson Flores Rodríguez
*
Abstract
In the 21st century, continuous innovations in the field of science
and technology, especially those related to ICTs, have impacted all
areas of human activity. Education, being a holistic process, cannot
be separated from this reality. Consequently, these innovations must
be considered in the curriculum of computer pedagogical careers.
The objective of this study is to analyze the curricula of Ecuadorian
universities that offer computer pedagogy courses, through a mixed,
documentary and descriptive study, comparing them with
innovations in educational ICT. The reviewed grids correspond to
the 2023-2024 academic period of seven Ecuadorian universities.
The results showed progress in the incorporation of ICT innovations.
However, there are topics such as artificial intelligence, robotics,
Master's Degree in Educational Informatics, Universidad
de Guayaquil, Luis.benavidess@ug.edu.ec
https://orcid.org/0000-0002-2171-1157
Master's Degree in Physics Teaching, Universidad de
Guayaquil, christian.pavonb@ug.edu.ec
https://orcid.org/0000-0002-8913-1546
Master in Management of Information and Communication
Technologies, Universidad de Guayaquil,
mariela.tapial@ug.edu.ec
https://orcid.org/0000-0002-2609-5955
Master's Degree in Higher Education, Universidad de
Guayaquil, wilson.floresr@ug.edu.ec,
https://orcid.org/0000-0002-7436-7441
Article
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mobile development and 3D printing, among others, that still need
to be addressed in a more frontal way within the academic curricula.
Keywords: Academic programs, disruptive technologies, TAC,
educational curriculum, academic profile.
Resumen
En el siglo XXI, las continuas innovaciones en el campo de la ciencia
y la tecnología, en especial, las relacionadas a las TIC han impactado
todos los ámbitos de la actividad humana. La educación al ser un
proceso holístico no puede apartarse de esta realidad. Por
consiguiente, en las mallas de las carreras pedagógicas informáticas
deben considerarse estas innovaciones. El objetivo del estudio es
analizar las mallas de las universidades ecuatorianas que imparten la
carrera de pedagogía informática, a través de un estudio mixto,
documental y descriptivo cotejándolas con las innovaciones en TIC
educativas. Las mallas revisadas corresponden al período académico
2023-2024 de siete universidades ecuatorianas. Los resultados
evidenciaron avances en la incorporación de innovaciones TIC. No
obstante, hay temáticas como la inteligencia artificial, robótica,
desarrollo para móviles e impresión 3D entre otras, que aún deben
ser abordados de manera más frontal dentro de las mallas
académicas.
Palabras clave: Programas académicos, tecnologías disruptivas,
TAC, currículo educativo, perfil académico.
Introduction
The last decades of the last century were characterized by continuous
innovations in the scientific and technological fields, all supported
by ICT. These innovations have affected areas such as industries
(Eyzaguirre Silva, 2023; Mamani and Sucari, 2022), employability,
and the use of ICTs.employability (Britto et al., 2023; Paquet
Targhetta, 2023), health (Britto et al., 2023; Paquet Targhetta,
2023)health (Shao et al., 2022)human relations (Marcos Manjón,
2022) (Marcos Manjón, 2022) among others. In light of the above, it
was inevitable that the emergence of new technologies would have
a direct impact on educational programs (Monroy-González, 2022).
(Monroy-González, 2022).. This incidence is given considering that
the essential purpose of education aims at the integral formation of
the human being, which implies preparing them for a society in
continuous change (Bauman, 2015).
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Initial, primary and secondary education are of enormous
importance in the educational process of human beings. However, it
is higher education that has on its shoulders the fundamental task of
delivering new professionals to society (Barreno Salinas et al.,
2018).. Therefore, the curricula proposed in the different careers
must be characterized by constant innovation and adaptation to the
requirements of an increasingly digitized society (Eliseeva et al.,
2019).. Programs of study in higher education are operationalized
through the academic grids of the different careers.
The curriculum in higher education is made up of a series of
elements. Among these are the planning, the proposed objectives,
the resources and the methodology to be used. It also implies the
guidelines that allow the articulation and organization of the
aforementioned elements. The purpose of the curriculum is to
underpin the objectives proposed in the different careers.
(Pragholapati, 2020) The definition of curriculum has been the
subject of discussion; in this study it will be approached from the
point of view of considering it as the programmatic content of a
career. From this approach, a curriculum involves the description of
both compulsory and elective subjects, and also includes the
sequencing of the subjects (Fraser and Bosanquet, Fraser and
Bosanquet, 2020). (Fraser and Bosanquet, 2006).
The importance of curricula is such that it is considered a
fundamental element for the achievement of the objectives and exit
profiles of higher education programs. The curricula have a direct
impact on the qualitative and quantitative aspects that are proposed
through the formative objectives of careers (Mirzaie et al., 2019)..
The curriculum of a career cannot be defined only with the simplistic
vision of considering it as a set of study plans corresponding to
different subjects. It must be able to specify the fundamental
knowledge, essential skills and attitudes including ethical values and
learning that will allow the intergenerational passage of the
knowledge (Amadio et al., 2014).
With regard to academic grids, Acevedo-Gutiérrez, Luz et al, (2019)
point out that in the development or updating of the academic grids
of university careers, a detailed research should be carried out
beforehand. Such research should include a review of the curricula
of other higher education institutions (HEIs) that offer similar
educational programs, both locally and internationally. However, the
same authors cited above emphasize the need to consider the
contextual reality in which the HEI operates when developing the
curricula or adjusting them.
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In the specific case of Ecuador, the Higher Education Council (CES)
is in charge of approving higher education programs and their
academic curricula. Likewise, it is also the body in charge of
approving substantive or non-substantive modifications to the
academic curricula of existing degree programs. According to its
website (Higher Education Council, 2023) has as its essential
function:
to plan, regulate and coordinate the Higher Education System, and
the relationship between its different actors with the Executive
Branch and the Ecuadorian society; in order to guarantee to all
citizens a quality Higher Education that contributes to the growth of
the country.
With respect to the requirements for creating or modifying the
curricula of higher education programs, these are detailed in the
Academic Regulations. The regulations in force at the date of
submission of this study are contained in resolution RPC-SE-05-
No.012-2022, dated May 5, 2022. (Reglamento de Régimen
Académico - Ecuador, 2022).
The Academic Regulations in force in Ecuador specify that
adjustments to a curriculum can be substantive or non-substantive.
The definition of these two types of adjustments is contained in
Article 110 of Chapter II, "Curricular Adjustment and Change of
Academic Staff" of the aforementioned regulations. According to
this article, a substantive adjustment implies changes in "the
graduation profile, duration measured in credits or academic periods,
as appropriate, the name of the course or program, or the name of the
degree program" (Reglamento de Régimen Académico -
Reglamento de Régimen Académico). (Reglamento de Régimen
Académico - Ecuador, 2022).. Any aspect that is intended to be
modified that is not contemplated in the previous articles is
considered a non-substantive adjustment.
The incorporation of ICTs in education has meant not only the
appearance of new resources, but also studies to establish their use
under a pedagogical approach. In this way, educational innovations
provide educators with a wide range of possibilities to enrich the
teaching-learning process (Ricardo Barreto and Irriarte Diaz
Granados, 2017).. Despite the undeniable possibilities of ICTs to
contribute to strengthen learning, there are contexts in which their
access is still limited by the different educational actors (Camacho
et al., 2020).
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Educational innovation implies not only the incorporation of
technological elements. In the words of Santiago Criollo-C. et al,
(2021) educational innovation "proposes the application of new
approaches or practices that are beneficial and have an impact on
individuals or academic communities" (p. 1). Among the reasons
that drive HEIs to opt for educational innovations are the potential
improvement of educational services and the diversification of their
educational offerings. The adequate use of educational innovations
can, in the medium or long term, reduce costs in terms of elements
such as stationery, personnel, etc. (Westera, 2004).
Within the professionalizing careers, one of those with a great
capacity to contribute significantly to the development of countries
is undoubtedly teacher training. In Ecuador, the teacher training
process for the high school level aims at the specialization of
teachers in specific areas of knowledge. In this context, the study
will focus on teacher training careers related to computer-oriented
pedagogy.
ICTs currently provide educators with a wide range of options for
both hardware devices and applications. Augmented reality (AR) is
a technology that has been successfully incorporated into various
educational contexts (León Rodriguez and Viña Brito, 2017)..
Augmented reality provides experiences through which students can
access images or simulations by interacting with codes or objects.
Within disruptive technologies, virtual reality (AR) has also gained
notable momentum. In reference to this Alvarado et al. , (2019)
consider that virtual reality allows the interaction of the senses
through visual stimuli, similar to the elements of the real world. The
combination of virtual and augmented realities is what is currently
known as mixed reality.
The diversity of resources provided by ICT innovations to educators
also includes m-learning, 5G networks, applications As a Service
(AAS), the Internet of Things (IOT) and artificial intelligence (AI)
(Benavides-sellan et al., 2023).. Among the benefits of learning
supported by the use of mobile devices, the ease of carrying the
devices is highlighted (Chamba Zarango et al., 2019).. Making a
historical review of the progress in mobile technology, the fact of
going from 2G technologies to the most recent incursion of 5G
technologies stands out. The 5G technology is presented with a wide
potential of possibilities such as a greater facility for the control of
remote devices and higher speeds. (Noboa Salavarría, 2020).
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One of the innovations that offers a wide range of uses at the
industrial, medical and educational level is also 3D printing. 3D
printing brings to the educational process the possibility of
translating computer-generated designs into the physical plane. The
fact of being able to generate objects in the real world from designs
produced by computer technology is being used in medicine, for
example for the generation of prostheses. Among the institutions that
take advantage of the benefits of 3D printing, the University of
Malaya, located in Malaysia, stands out. Through 3D printing
students can produce prosthetic models more adaptable to the needs
of patients and at lower cost. (Jaramillo Castro, 2019).
One of the innovative technologies that is gaining increasing
momentum in business, government and education is the use of
cloud computing, also known as cloud computing. Cloud computing
consists of the use of applications and services hosted on remote
servers, which users access through local computers. Among the
potential benefits of this technology is that it breaks the hardware
and software limitations of local computers. By using remote
equipment, the capacity to use applications and services is no longer
subject to the capacity of local equipment.
Likewise, cloud computing saves costs in terms of licensing, since
the user in many cases only has to pay for the applications and spaces
he/she uses. Within educational institutions, cloud computing
acquired relevance due to the need to virtualize educational
processes in the face of the COVID-19 pandemic and the consequent
mobility restrictions (Pajuelo Carrasco and Huamanchahua De La
Cruz, 20). (Pajuelo Carrasco and Huamanchahua De La Cruz,
2022).. Cloud-computing is further complemented by As a Service
technology, which allows managing payments for the use of the
different applications and services available on cloud servers
(Delgado, 2017).
Although virtual learning objects (VLOs) have been in the
educational context for several decades, they are elements that
continue to innovate as technologies evolve. According to Chiappe
Laverde, A.; Segovia Cifuentes, Y. and Rincón Rodríguez, H. (2007)
are conceptualized as modules that integrate several educational
resources in digital format, having among their characteristics the
adaptability. The cited authors also identify as constituent elements
of OVA the academic contents, the different activities to support the
learning process and the aspects that contextualize learning.
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The development of applications for mobile devices (app) is another
of the growing needs that IT professionals must face. The
massification of devices that use mobile operating systems and
therefore require applications for their operation makes it imperative
to know the development of these applications. The successful use
of educational mobile applications in different training contexts is
also noteworthy. (Vera Zapata and Cárdenas Zea, 2022).. Therefore,
it is necessary to consider these competencies in the training
programs of computer teachers.
Culminating with the review of some of the ICT-mediated
educational innovations, we cannot fail to mention artificial
intelligence (AI). Artificial intelligence has made strong inroads in
recent years, to the point that a large number of free and paid tools
are now available. In addition to the uses of artificial intelligence in
robotics, there are applications that can help write documents,
generate images, audio and videos. While it is true that AI can be
used in an unethical way, it is up to educators to guide their students
to an appropriate use that allows the potentiation of learning.
(Baidoo-Anu and Owusu Ansah, 2023)..
The technologies described in the preceding paragraphs, when used
in a pedagogical context, can become a revulsive for the teaching-
learning processes. However, technological backwardness or their
inadequate use can become limiting factors for the achievement of
the proposed educational objectives. (Vera-Rámirez and Benavides-
Sellan, 2021).. Therefore, it is the responsibility of the actors that
make up higher education institutions to incorporate and
continuously inquire about ICT-mediated educational innovations.
The objective of the study is to analyze the curricula of Ecuadorian
universities that teach computer pedagogy, through a documentary
study comparing them with innovations in educational ICT.
Materials and methods
The study had a mixed or quali-quantitative design, and descriptive
and documentary research was applied. It was based on the review
of the curricula of the curricula of the careers of Pedagogy of
Experimental Sciences of Computer Science of seven Ecuadorian
IES.
The study also reviewed the academic regulations issued by
Ecuador's higher education agencies (Reglamento de Régimen
Académico - Ecuador, 2022). (Reglamento de Régimen Académico
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- Ecuador, 2022).. As of the date of the study, seven HEIs were found
that offer the educational career of Pedagogy of Experimental
Sciences of Informatics. It is necessary to point out that the
pedagogical careers of Experimental Sciences of Informatics
initially had another denomination, passing in a period of
approximately 5 years to adopt the current name. The previous name
mainly emphasized their relationship as educational informatics
careers.
The change of modality in the academic periods is another of the
variations in the historical context of some of the careers of
Pedagogy of Experimental Sciences of Computer Science. This
change consisted in the change from annual study periods to the
semester modality.
For the process of analyzing the academic grids, a search was carried
out on the institutional websites of the HEIs where the course is
currently taught. These HEIs are: University of Guayaquil, State
University of Bolivar, National University of Chimborazo, Central
University of Ecuador, Technical University of Babahoyo,
Technical University of Machala and the National University of
Loja. In order to compare the academic grids, a Microsoft Excel
spreadsheet was used, where worksheets corresponding to each of
the training cycles were prepared to place the subjects.
When analyzing the curricula, there are coincidences in certain
subjects such as mathematics, research, didactics, pedagogy,
professional practices and community outreach. These coincidences
are mostly in the subjects generally referred to as common core, that
is, those that emphasize research, didactic and pedagogical skills of
teachers. It is also observed that there is no homogenization between
the subjects that integrate professional praxis, the integration of
contexts, knowledge and cultures, and those related to the field of
research.
For the analysis of the grids, they were categorized into the four
fields that were found to be the most recurrent in the design of the
grids. These fields are: theoretical formation, epistemology of
research, integration of contexts, knowledge and cultures, as well as
communication and language. The limitation in this aspect was due
to the fact that not all the grids provided information regarding the
categorization of their subjects. Because of this, we proceeded to
analyze the subjects in order to place them in a specific field. For
this purpose, the expertise of the researchers was used as a reference
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for those grids where the fields to which each subject belongs were
specified.
Once the procedure described in the previous paragraph was
completed, tables were prepared in which each subject was
categorized in each of the specific fields. Likewise, a table of key
words was created in which some of the main ICT-mediated
educational innovations were listed and a search was made for
coincidences with respect to the names of the subjects. In order to
optimize the results, text string wildcards were used. This is due to
the variety in the spelling of the names of certain subjects; for
example, the term "Databases" in some grids appears as "Database".
A similar situation occurs with the use of "mathematics" and
"mathematics".
Results
As explained in the section on materials and methods, one of the first
research actions was the preparation of tables containing the list of
subjects taught for each academic cycle. Only the State University
of Guayaquil and the Technical University of Machala have 9
academic cycles in their study programs, while the other programs
have only 8 academic cycles. Through the tables and the information
obtained from the grids, the subjects were categorized in the five
fields that contain the different subjects.
In the case of the HEIs whose curricula did not specify the
distribution of subjects by field, they were assigned as the first
criterion based on the expertise of the researchers. They were also
classified by referencing them according to the distribution of the
grids of the HEIs where the field of study was specified. The HEIs
where the distribution of subjects by fields was not specified in their
grids were: Universidad Central del Ecuador (UCE), Universidad
Estatal de Bolivar (UEB), Universidad Técnica de Machala
(UTMACH). In the case of the National University of Loja (UNL),
the previous curriculum of the course prior to the last redesign was
used as an additional reference for the categorization of subjects. The
HEIs where the distribution by subject fields in their curricula was
obtained directly were: Universidad de Guayaquil (UG),
Universidad Nacional de Chimborazo (UNACH) and Universidad
Técnica de Babahoyo (UTB).
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The distribution of the subjects by fields and the percentage weight
of each of them can be seen in Table 1. As can be seen, the highest
average percentage weight (47.80%) corresponds to the subjects
corresponding to professional praxis, followed by those belonging to
the theoretical foundations (25.15%). The lowest percentage weight
in the distribution by fields of the analyzed grids corresponds to
communication and language (4.54%).
Table 1. Mean percentage distribution of subjects of the computer
pedagogy curricula according to the training fields and study cycles.
Note: *Only the universities of Guayaquil and Técnica de Machala
offer the ninth cycle.
Among the results of the present study, the comparison between
ICT-mediated educational innovations and the contents of the
curricula stands out. This information can be seen in Table 2.
CAMPOS
CICLOS FORMATIVOS
FORMACIÓN
TEÓRICA
PRAXIS
PROFESIONAL
EPISTEMOLOGÍA
DE LA
INVESTIGACIÓN
COMUNICACIÓN
Y LENGUAJE
INTEGRACIÓN
CONTEXTO
SABERES Y
CULTURA
Primero 46% 28% 7% 14% 5%
Segundo 40% 35% 12% 7% 5%
Tercero 28% 48% 13% 5% 5%
Cuarto 23% 50% 14% 2% 11%
Quinto 24% 59% 12% 2% 2%
Sexto 18% 57% 14% 0% 11%
Septimo 12% 56% 20% 7% 5%
Octavo 16% 51% 19% 2% 11%
Noveno* 18% 47% 27% 0% 8%
MEDIA GENERAL 25,15% 47,80% 15,48% 4,54% 7,03%
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Table 2. Results of the search for coincidences between subject
names and ICT-mediated educational innovations in the analyzed
grids.
Note: The * character is a wildcard that replaces one or more text
characters, which makes search results in text strings more flexible.
The comparison was made by searching for matches between the
names of the subjects and those of the ICT-mediated educational
innovations. In order to improve the results, wildcards (*) were used
for flexible search in text strings.
As shown in Table 2, there are ICT-mediated educational
innovations with a high presence in the names of the subjects. Given
the technical pedagogical nature of the course, the subject of
IES
PALABRAS CLAVE
UG UCE UCH UL UEB UTB UTM
# IES DONDE
SE ENCONTRO
COINCIDENCIA
% SOBRE
TOTAL IES
BASE* DE DATOS SI SI NO NO SI NO SI 4 57,14%
ORIENTAD* A
OBJETOS
SI NO NO NO SI SI NO 3 42,86%
MATEM*TICA* SI SI SI SI SI NO SI 6 85,71%
ROB*TICA NO SI SI SI SI NO NO 4 57,14%
INTELIGENCIA
ARTIFICIAL
NO NO NO NO NO NO NO 0 0,00%
REALIDAD
AUMENTADA
NO NO NO SI NO NO NO 1 14,29%
REALIDAD VIRTUAL SI NO NO NO SI NO SI 3 42,86%
IMPRESI*N 3D NO NO NO NO NO NO NO 0 0,00%
INMERSIV* NO NO NO NO NO NO NO 0 0,00%
APP NO SI NO NO NO NO NO 1 14,29%
PROGRAMACI*N SI SI SI SI SI SI SI 7 100,00%
WEB NO NO SI SI SI SI SI 5 71,43%
M*VILES NO NO NO NO NO NO NO 0 0,00%
3D SI NO NO NO NO NO NO 1 14,29%
DISEÑO GR*FICO SI SI NO NO SI SI NO 4 57,14%
ANIMACI*N SI NO NO NO NO NO NO 1 14,29%
REALIDAD
INMERSIVA
NO NO NO NO NO NO NO 0 0,00%
PENSAMIENTO
COMPUTACIONAL
NO SI SI SI NO NO SI 4 57,14%
ALGORITMO* SI NO NO SI NO NO NO 2 28,57%
AS A SERVICE NO NO NO NO NO NO NO 0 0,00%
CLOUD NO NO NO NO NO NO NO 0 0,00%
NUBE NO NO NO NO NO NO NO 0 0,00%
OVA NO NO NO NO NO NO NO 0 0,00%
OBJETO* VIRTUAL
DE APRENDIZAJE
NO
NO NO NO NO NO NO 0 0,00%
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computer programming is present in all the curricula of the different
HEIs (100%). The second subject present in most of the curricula is
mathematics (85.71%). Although it is true that mathematics is one
of the oldest sciences in human history, its importance makes it
necessary to include it permanently in any educational program. The
development of web applications also has a high degree of
integration (71.43%). Other innovations such as databases, robotics,
graphic design and computational thinking have an average
percentage of 57.14% of presence in the names of the subjects. Other
innovations such as virtual reality register a coincidence slightly
above 40%.
Among the innovations with lower coincidence with respect to
subject names (<15%), mobile application development, augmented
reality, animation and 3D technologies stand out. No coincidences
in subject names were found regarding 3D printing, As a Service,
development for the cloud or cloud-computing, immersive reality
and artificial intelligence.
Discussion
The distribution of subjects in the academic curricula of computer
pedagogy degree programs reveals a greater weight of those
belonging to the field of professional praxis. These subjects are those
that provide the essential skills for the operability of the teaching
profession. In second place are the subjects corresponding to the
field of theoretical training. They are followed in the distribution by
those pertaining to the epistemology of research. The least weight is
assigned to the subjects belonging to the field of language and
communication, as well as to the integration of contexts, knowledge
and culture.
The results described above are consistent with the holistic-practical
nature of the pedagogical career in experimental computer science.
The essential purpose of computer pedagogy careers is to train
professionals capable of managing computer technologies in
educational and productive contexts. At the same time, graduates
must possess pedagogical skills and knowledge of the different
methods for the effective application of educational strategies.
(Cárdenas Benavides et al., 2023)..
With respect to the coincidences between subject names and ICT-
mediated educational innovations, the efforts of HEIs to integrate
these innovations into their curricula are noteworthy.
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Notwithstanding the above, Latin American universities must face
not only limitations in access to technology but also concomitant
social and political factors. In the case of the Latin American region,
public universities in particular must in many cases accept students
with deficiencies in basic training areas such as mathematics and
language (Ramirez, 2023). (Ramirez, 2023).
It was established that there are innovations in which no coincidence
was found with respect to the name of the subjects (3D printing, As
a Service, development for the cloud/cloud, immersive reality and
artificial intelligence). In the case of other innovations, low levels of
coincidence were found (mobile application development,
augmented reality, animation and 3D technologies). It is necessary
to emphasize that many of these innovations can be handled through
transversal axes within other subjects. Despite this, we consider it
important to incorporate elements such as artificial intelligence,
mobile applications, robotics, immersive reality and the
development of cloud services as subjects. This need responds to the
fact that the aforementioned technologies are elements that are
increasingly achieving greater penetration in society (López-Gil,
2017; Ocaña-Fernández et al., 2019; Pajuelo Carrasco and
Huamanchahua De La Cruz, 2022)..
Of the educational institutions that offer the career of Pedagogy of
Experimental Sciences of Informatics in Ecuador, all of them are
publicly supported. Therefore, the Ecuadorian state has the
responsibility to provide these training centers with material
resources and to implement continuous training programs for
teachers. The fulfillment of the state's role as a provider, together
with the correct management of the directors and the commitment of
teachers, will make it possible to reduce the gaps in access to
technologies. This in turn will result in graduates with a wide variety
of technological and pedagogical competencies for the benefit of
Ecuador's youth and children.
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