Information and communication technologies (ICTs) now form part of virtually all aspects of our daily lives, including education. However, teacher training in digital competence has been pushed into the background, especially in social sciences and in history instruction, in which digitalization and the use of ICTs is an opportunity for improvement and educational innovation. Consequently, proposals integrating the various types of knowledge into the training of history teachers are still rare and scarce. To solve this problem, this study presents a mixed quantitative and qualitative analysis using a pre- and posttest questionnaire with a sample of 235 students of the primary education degree at the Public University of Navarre who took part in an innovative didactic proposal that was implemented using the technological pedagogical content knowledge (TPACK) model based on digitized primary sources in three resources: PARES (Spanish Archive Portal), EUROPEANA, and BNE (National Library of Spain). The primary aim of this study was for preservice teachers to develop digital competence in teaching social sciences by integrating the technological, pedagogical and content knowledge types using the TPACK model. There were three specific objectives. The first was analyzing the digital knowledge of students following a primary education degree concerning the use of ICTs in history instruction. The second was implementing a didactic proposal in the teaching social sciences course based on the TPACK model by integrating ICTs and history instruction using Spanish and European digitized primary historical sources. Finally, the third was evaluating the impact of this didactic proposal on developing the knowledge types linked to the TPACK model, especially content knowledge (CK) and its technological content knowledge (TCK) and pedagogical content knowledge (PCK) combinations.
La integración de las competencias clave en la educación artística no es solo un deber del ámbito formal, los contextos no formales deben actuar en la misma dirección. La presente investigación expone un análisis de la acción educativa de los museos de Matanzas (Cuba) cuyo objetivo es la evaluación de las competencias clave presentes en su diseño e implementación didáctica. La muestra no probabilística se compone de N=5 instituciones museísticas: el Museo de Arte, Palacio de Junco, El Morrillo, Castillo de San Severino. Museo de la Ruta del esclavo y Museo Farmacéutico; 5 directivos y 18 especialistas. Esta evaluación se desarrolla mediante un estudio multicaso de método mixto, compuesto por un instrumento con 6 indicadores y 18 descriptores, que evalúa el grado de adecuación de los diseños educativos a una mediación basada en competencias y permite conocer de forma pormenorizada el método de trabajo, las estrategias y los discursos educativos en la enseñanza del patrimonio, mediante la observación, entrevista estructurada y grupo de discusión. Los principales resultados identifican las competencias más presentes y las susceptibles de mejora contribuyendo a mejorar el trabajo educativo que realizan los museos, y suponen un estado de la cuestión pionero en el contexto cubano.
Education is an essential vehicle for valuing cultural legacy, and musical heritage is a part of that cultural legacy that we must protect as it is one of the main areas of intangible cultural heritage, a reflection of cultural diversity, and a conveyor of meaning, and social, cultural, and economic values contributing to sustainable development. The purpose of this study, therefore, is to evaluate the perception students studying for the Degree in Primary Education at the University of Zaragoza and the Autonomous University of Madrid have of the value, significance, and importance of the sustainability of musical cultural heritage. This non-experimental and descriptive research is based on the statistical descriptive method, with a sample of n = 202 preservice teachers. A questionnaire consisting of fifteen items was designed and validated as a data collection instrument. The data analysis shows differences in the analyzed categories and points to the need to take action to solve them. It also reveals the importance students attach to musical cultural heritage, to including it in the curricula of the various educational stages, and to the need to protect it as an essential requirement for sustainable development.
La enfermedad podal constituye uno de los síndromes más difíciles de controlar en la industria lechera. El presente estudio tuvo como objetivo cuantificar la prevalencia de enfermedad podal, evaluando su asociación con factores como raza, orden de parto y peso. Se trata de un estudio retrospectivo que utiliza los registros sanitarios y productivos de un hato lechero ubicado en el trópico alto de Colombia. Los componentes raciales presentes fueron F1 Holstein × Blanco Orejinegro, 3/4 Holstein 1/4 Blanco Orejine- gro, 5/8 Holstein 3/8 Blanco Orejinegro y Holstein 100%. Se consideraron 6 órdenes de parto. La variable enfermedad podal presenta una distribución binomial. El efecto de los factores se verificó utilizando un modelo lineal generalizado, por medio de una regresión logística (PROC GENMOD, sas versión 9.4). En caso de existir diferencias significativas, se aplicó el procedimiento LSMEANS del sas (versión 9.4) y un Odds Rattio entre los niveles que presentaron significancia. La prevalencia de enfermedad podal en el hato fue de 10,55%. Los factores de riesgo considerados fueron estadísticamente significativos: componente racial (p < 0,0009), orden parto (p < 0,0001) y peso medio de las vacas (p < 0,0001). Se observó un incremento en la prevalencia de la enfermedad asociado a la raza Holstein, orden de parto alto y bajo peso corporal. La prevalencia de enfermedad podal fue mayor en vacas Holstein puras y menor en vacas Holstein cruzadas con Blanco Orejinegro, debido a la resistencia por heterosis que la raza criolla aporta. El incremento del orden de parto al igual que el bajo peso se relacionan con una mayor prevalencia de esta enfermedad.
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