Social networks are elements that have had a great reception in the educational context, providing students with the possibility of interaction with each other in real time, both synchronously and asynchronously. Deficiencies in competencies in the management of social networks have an impact on educators with little knowledge in technology and therefore on students with deficits in this area. The factors that influence these types of phenomena may be related to the lack of programs and training by institutions or independently by teachers. The objective was to analyze the levels of technological competence of teachers during the pandemic with respect to the use of social networks in tenth grade. An inductive, non-experimental empirical research was proposed, with a cross-sectional design, in the city of Santa Marta, Colombia, at the El Parque District Educational Institution, focusing on tenth grade. The sample was made up of 15 teachers. A data collection instrument was used, composed of 15 closed Likert-type questions. These questions respond to the exploratory, integrative, and innovative levels that underlie the pentagon of competencies in the causal of technological competencies established by the Ministry of National Education of Colombia. Once the interpretation was carried out, it is appreciated that the hypothesis was refuted and that the instrument achieved its purpose; it was evidenced that teachers do have an adequate level of competencies regarding the use of mechanisms such as social networks. However, training should be carried out with the objective of taking advantage of the tacit potential in these tools, which allows for recommendations not only for implementation with the objective of sharing information, but also for evaluating and monitoring, as well as constant updating by the teaching staff so as not to fall behind technological advances that may take place in the future.

La Universidad del Magdalena, a través de la Facultad de Ciencias de la Educación, organizó el IX Simposio Internacional de Currículo y Políticas Educativas en versión virtual. Se llevó a cabo el 17 y 18 de noviembre de 2022 en la Ciudad Santa Marta, Colombia. Este evento ha consolidado tradición y reconocimiento en la comunidad académica del área de la educación como consecuencia del nivel logrado con la participación de destacados académicos nacionales e internacionales, quienes con sus contribuciones por medio de conferencias, paneles, foros y talleres han configurado un escenario ideal para socializar el producto de sus investigaciones, acciones innovadoras o buenas prácticas en esta área del saber. Con 14 países invitados y 25 países participantes. Destacándose estados unidos, Chile, Venezuela, Brasil, Perú, España, Marruecos, México, Bolivia, Ecuador, Argentina, Costa Rica, Italia y Colombia. Con 9 líneas de participación como lo fue Inclusión social y educativa, Educación y desarrollo infantil, Tecnología educativa, Educación en contextos rurales, Interculturalidad, Organización y gestión educativa, Didáctica de las disciplinas, Políticas públicas educativas, Práctica pedagógica y formación del profesorado. Permitió socializar resultados y avances de investigaciones e innovaciones educativas en el campo de la teoría y el desarrollo curricular y el de las políticas del sector que permitan el establecimiento de lazos de cooperación entre comunidades académicas nacionales e internacionales y contribuir al debate y reflexión permanente en la firme búsqueda hacia la calidad educativa.

Introduction: This article presents a bibliometric analysis on the scientific production related to the use of Information and Communication Technologies (ICT) as a tool for the social inclusion of deaf people. Objective: The objective of this study is to identify the trends and patterns of scientific production in this field of research, as well as to determine the most relevant countries, authors and publication sources. Methods: A systematic search was carried out in Scopus, using the keyword "deaf" combined with "worker" in the area of computing. 140 scientific publications that met the inclusion criteria were selected. Results: The results of the bibliometric analysis show a significant increase in the number of publications related to the use of ICT as a tool for social inclusion for deaf people from the year 2008. In addition, six countries responsible for 56% of the production were identified. science: United States, India, United Kingdom, Brazil, Japan and Spain. The most published author is Bigham Jeffrey P., affiliated with Carnegie Mellon University. The universities with the highest affiliation in the publications are Carnegie Mellon and Rochester Institute of Technology. Conclusions: This bibliometric analysis reveals a growing interest in the use of ICT as a tool for social inclusion for deaf people, and provides valuable information on the most relevant countries, authors and publication sources in the study area. The results suggest the need to continue research in this area and promote international collaboration to advance the social inclusion of deaf people.