Browsing by Author "Cabrera Ortiz, Freddy Patricio"

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Actitudes docentes de educación básica hacia el uso de las TIC en escuelas públicas de la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Ayavaca Otavalo, Aida Gabriela; Loja Arciniegas, Tania Marisol; Cabrera Ortiz, Freddy Patricio
Teachers' attitudes are an essential component of the educational process, as they reflect the teacher's willingness to create a positive learning environment. The development of attitudes on the part of teachers is crucial for the innovation of their teaching practices with the implementation of technological tools such as ICT, which aim to transform and improve the educational process. Therefore, teachers' attitudes toward the use of ICT are fundamental in the current context, due to their significant influence on teachers' willingness to integrate these tools into teaching and learning processes. The overall objective of this research was to describe teachers' attitudes toward the use of ICT in public schools in Cuenca. The methodology used was a quantitative approach with a non-experimental cross-sectional design and a descriptive scope. The information collection instrument was a questionnaire developed in Chile by Sandoval et al. (2020) and was administered to a sample of 110 teachers from public schools in Cuenca. The results show that, in general, teachers in public schools in Cuenca have positive attitudes toward the use of information and communication technologies (ICT) in terms of gender, age, sublevel, highest educational level, years of experience, and working hours in teaching and learning processes.
Adaptaciones curriculares en el aula para la atención a niños y niñas con dificultades de aprendizaje de la lectoescritura
(2011) Quezada Bermeo, Rosa Marivel; Cabrera Ortiz, Freddy Patricio
El arte dramático en el aprendizaje de los niños-as de educación básica
(2010) Carrión Ordóñez, Mónica; Ochoa Crespo, Lorena; Cabrera Ortiz, Freddy Patricio
Competencias digitales de docentes en unidades educativas públicas y privadas de la ciudad de Cuenca
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Illescas Cuenca, Carmen Teresa; Lucano Solano, Katherine Mayra; Cabrera Ortiz, Freddy Patricio
The implementation of Information and Communication Technologies in the teaching and learning process has become an urgent need in recent years, so teachers must acquire digital competence that allow them to continuously transform their pedagogical practice attached to a more digitized world. The objective of the research was to describe the digital competence of teachers in public and private educational units of the city of Cuenca. The research approach was quantitative, the design was non-experimental and the transversal type because it is oriented to describe, compare and characterize the phenomenon of study in relation to the domain of digital competences and sociodemographic variables. The sample consisted of 118 teachers from six establishments in the city of Cuenca, three public and three private, to whom a questionnaire called “Self-perception of the digital competence of teachers” was applied. The results indicated that the digital competence of the majority of teachers is partially developed and it was determined that some variables such as gender, age, experience and teacher education sub-level teachers significantly influence on the development of digital teaching competences. It was concluded the need to implement continuous, structured and sustainable training programs that are adapted to the specific needs of each teacher, to reduce deficiencies and strengthen their professional performance, as well as institutional support, that guarantees access to appropriate technological resources, connectivity and time for permanent training.
Concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca – Ecuador
(2020) Cedillo Quizhpe, Isabel Cristina; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
El objetivo del presente artículo es describir las concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca, Ecuador. Este estudio descriptivo - correlacional encuestó a 462 docentes de esta universidad, seleccionados a través de un muestreo probabilístico estratificado. Los datos se recolectaron en el 2018, con los bloques cuatro y cinco del cuestionario empleado en el Estudio de la Percepción del Profesorado Universitario sobre las variables asociadas con la calidad de la educación universitaria (EPPU). Para el análisis de datos se empleó estadística descriptiva y pruebas no paramétricas. Los resultados muestran que, respecto a la concepción de la calidad educativa, la mayoría se identifica con la idea de que esta consiste en formar estudiantes capaces de asumir un compromiso social. Así mismo, consideran que la universidad se identifica con la idea de calidad ligada al cumplimiento de los objetivos y la misión institucional. No se encontraron correlaciones de las características del alumnado y la concepción de calidad educativa con las variables sexo, edad y experiencia docente. En cuanto a las características del estudiantado, el profesorado destaca la vocación por los estudios y la actitud del alumnado hacia el aprendizaje lo que genera un efecto sobre la mejora de la calidad educativa según el profesorado. Se concluye que la concepción de calidad del profesorado se inclina por una visión más apegada al desarrollo humano centrada en la formación de sus estudiantes con responsabilidad social.
Correlaciones entre las competencias digitales docentes y el comportamiento móvil del estudiantado: un análisis emparejado
(Instituto Superior Tecnológico Universitario San Isidro, 2025-12-05) Bernal López, Jenny Zoraida; Reyes Guaranda, Mauricio Esteban; Cabrera Ortiz, Freddy Patricio
This study explores the relationship between teachers' digital competencies and problematic mo-bile phone use among adolescent students, specifi-cally addressing nomophobia, defined as the irra-tional fear of being without mobile phone access. Using a relational design, a matched database was analyzed, including responses from 642 teachers and 642 students from public educational institu-tions in Ecuador. Results indicated that teachers' digital competencies significantly correlate with various manifestations of nomophobia among stu-dents. It was observed that teachers' effective use of structured educational platforms, such as Moo-dle, tends to reduce problems related to students' excessive mobile phone usage. Additionally, the identified patterns varied by educational level, showing that social mobile phone use predominates in early educational stages, while at higher educa-tional levels, the device becomes a means of coping with academic stress. These findings underscore the importance of strengthening teacher training, not only in technical aspects but also in critical and pedagogical management of digital technologies, aiming to improve educational quality and students' overall well-being.
Correlaciones entre las competencias digitales docentes y el comportamiento móvil del estudiantado: un análisis emparejado
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-12-11) Bernal López, Jenny Zoraida; Cabrera Ortiz, Freddy Patricio
This study explores the relationship between teachers' digital competencies and problematic mobile phone use among adolescent students, specifically in relation to nomophobia, defined as the irrational fear of being without mobile phone access. Using a relational design, a matched database was analyzed, including responses from 642 teachers and students from Ecuadorian public educational institutions. The results revealed that teachers' digital competencies are significantly associated with various manifestations of nomophobia among students. It was observed that the appropriate use of structured educational platforms by teachers, such as Moodle, tends to reduce problems related to students' excessive mobile phone use. Additionally, the identified patterns vary according to the educational level, showing that social mobile phone use predominates in early stages, while at higher educational levels, the mobile phone becomes a means of coping with academic stress. These findings highlight the importance of strengthening teacher training not only in technical aspects but also in critical and pedagogical management of digital technologies, with the aim of improving educational quality and students' overall well-being.
Desarrollo de habilidades del pensamiento mediante un enfoque afectivo. Un estudio en los colegios salesianos de Cuenca
(Universidad de Cuenca, 2022-07-05) Sarmiento Reinoso, María Alexandra; Cabrera Ortiz, Freddy Patricio
One of the main purposes of education is teaching students how to think critically, which is why certain strategies should be used in order to improve the students’ schooling processes and autonomous learning. One of those strategies is the pedagogy of affectivity, commonly used in the Salesian schools through the preventive system, which has been proven to motivate and ameliorate the students’ learning capacities. Precisely, this investigation, ‘Development of the thinking abilities trough an affective approach. A study of the Salesian schools in Cuenca’, is going to determine whether the affective approach properly stimulates the critical thinking development in the high schools’ students of three schools, two of them Salesian and one with a different pedagogical basis, so that there is a comparison parameter between the groups. The research was made through a quantitative method, with a sample of 120 junior students of the mentioned schools, who sited the test of Thinking abilities by Tapia and Luna. The statistic results, which were obtained using the Shapiro Wilk test for the distribution between schools and the U test of Mann Whitney for the average grades, show that the thinking abilities such as inferential reasoning, classifying, hierarchical structuring and logical reasoning, are Superior and Normal Superior factor in the Salesian schools, whilst the other school remained between the Normal Inferior and Inferior factor.
Desarrollo de la creatividad de los niños en la etapa escolar
(2010) Angulo Tenesaca, Patricia; Avila Hernández, Lorena; Cabrera Ortiz, Freddy Patricio
Educación ambiental y desarrollo del pensamiento crítico en educación general básica
(2016) Jiménez Pintado, Andrea Fernanda; Cabrera Ortiz, Freddy Patricio
This ethnographic research is structured around the following questions: What is environmental education? What is critical thinking? and What are the best practices to promote environmental education to develop critical thinking? the same who helped set the overall objective in order to facilitate students in reflection and responsibility for environmental issues facing the planet today. The process used to answer each of the questions was based on the investigation, collection and analysis of bibliographic information. In developing the monographic research emphasizes the need for future teachers are prepared to form not only students, but human beings with critical attitude and shareholder to defend and support nature, and thus to diminish in any way the problems environmental afflicting the planet. The investigation culminated in the compilation of best practices for addressing the subject Environmental Education to develop critical thinking, which are proposed to be applied in real life of children.
El estado de la educación superior intercultural bilingüe en el Ecuador
(Abya-Yala, 2019) Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
In the last two decades, the educative politics in Latin America have adopted the intercultural and bilingual approach as a central and transversal element in initial, basic, high school and higher education. This article presents a review of the scientific literature on intercultural higher education and aims to unravel the ongoing debate in the literature and identify possible gaps. The review covers the analysis of 47 studies, published in peer-re viewed scientific journals, undergraduate and postgraduate theses. The hypothesis that this article works, following Mato (2015a), is that researchers use different meanings of the intercultural and bilingual, they show that there are no changes in the organizational structure of the university or school, nor in the predominant knowledge in the curriculum. The studies on intercultural and bilingual higher education are the frame of reference, for that reason, we intend to contribute to the thematic line: Teaching Profession, curriculum and cultural diversity. It is expected to evidence the need for the transformation of the educational system in accordance with the Constitution, the Law and Education Regulations in force.
Estrategias metodológicas para la comprensión lectora de los estudiantes del 7mo año de EGB
(2016) Guerrero Matute, Liliana Maribel; Pañi Quille, Christian Geovanny; Cabrera Ortiz, Freddy Patricio
The following monographic investigation proposes to study methodological research to contribute to solving the problem of low level of reading comprehension in students of basic general education middle.In the pre-professional internship low reading comprehension it was observed in 7th grade students of EGB, possibly due to the fact that teachers are unaware of the use of appropriate measures to implement the activity by time reading strategies. Therefore, this study aims to answer the following questions: how does a low level of reading comprehension in students of elementary and secondary education? Are there methodological strategies to improve reading comprehension? The methodology used for this research was through academic digital basis, and the review of some books consulted in the library which allowed to have multiple views of different authors highlighting including Beltran (1987), Pozo (1990), Alonso (1991), Solé (1992), Barriga, Hernandez (1998), Cassany (2006), Gradotti (2007), Anijovich and Mora (2009), Garcia (2010), from which it took various contributions related to the research topic. Thus it is shown that the application of methodological strategies in the activity of reading either before, during or after the reading, are necessary and important for achieving high levels of reading comprehension where students can interpret, infer, criticize, relate, etc., text or content, and thus facilitate their learning and to encourage the enjoyment of reading.
Estrategias para el desarrollo del pensamiento creativo en niños y niñas dentro del aula de clases
(2011) Rios, Yanina; Montero, Andrea; Cabrera Ortiz, Freddy Patricio
Estudio crítico sobre la influencia de las inteligencias múltiples: musical, kinestésico corporal y naturalista, en el desarrollo de los adolescentes
(2010) Rivera Villavicencio, Diana del Pilar; Sánchez Astudillo, Susana Karina; Cabrera Ortiz, Freddy Patricio
La evaluación de destrezas con criterio de desempeño como generadoras de aprendizajes significativos en la actualización y fortalecimiento de la reforma curricular ecuatoriana de educación general básica
(2014) Arias Espinoza, Priscila Elizabeth; Carchi Ramón, Janneth Cristina; Cabrera Ortiz, Freddy Patricio
In anyeveryday activitythat human beingsrunis being evaluated, from home to large corporationsdo.Alsoeducation alsofromthe schoolof oldwhich dominatedthe memorizationof knowledgefruit of theeducational practiceof thattimeregarded theassessment as aquantitative toolwhichemphasizesthe mistakes ofstudentassessmentwas associatedwith the termsof punishingorreward students, todaythere is anotherkind of educationfacingsignificant learningin students. Has a differentperspective onthe assessment,thisisconsidered afundamental part of theteaching-learningprocesswhich hasdifferent purposes,featuresand moments.Not forgetting thatinEcuadortheevaluation alsocan be found intheRules of theLOEI, and theBasicCurriculumUpdateGeneralEducationwhich alsoasked to evaluateskillswithperformance criterion.
Evaluación de la aplicación del índice de inclusión en la Facultad de Psicología de la Universidad de Cuenca, Ecuador
(2020) Clavijo Castillo, Ruth Germania; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
The recognition of the right to access, reside and complete higher education without any type of discrimination, represents a move towards a model of sustainable and inclusive education. Inclusive education refers to the process of reducing the barriers that limit the presence and participation of students, trying to eliminate all kinds of ways that lead to exclusion. Universities, although diverse in their priorities, need to move towards an education model based on the principles of inclusive education. The purpose of this study consisted in identifying the perception of teachers and students about cultures, policies, and inclusive practices of the Faculty of Psychology, of the University of Cuenca in Ecuador. For this matter, a sample consisting of 241 students and 44 teachers was used. The perception of docents and students regarding inclusive education was collected using the guide Index for Inclusion and the data were processed by descriptive and inferential non-parametric statistics. The results revealed that both, students and teachers, agree on the three evaluated dimensions. It was found that the dimension to create inclusive cultures is the highest valued, followed by the dimension to develop inclusive practices, and finally, the least valued was the dimension to elaborate on inclusive policies. Moreover, it is important to point out that on average 8.4% of the items of the Index of Inclusion presented unusual values due to lack of information, which gives rise to the proposal of conducting a validity study of the construct of the Index for Inclusion.
La evaluación educativa y su relación con la calidad educativa
(2019-02-16) Carangui León, María José; Gualoto Meza, Andrea Esther; Cabrera Ortiz, Freddy Patricio
This monograph was developed in order to complete the career in Basic General Education at the University of Cuenca. The study revolves around two categories of great importance in education; educational evaluation and educational quality. It is trying to show the relation between these two elements from a research and bibliographical analysis. First, we reviewed the history of educational evaluation, then a description of the areas on which we will base this monograph. The areas reviewed are three: the evaluation of learning, the evaluation of teacher performance and the evaluation of educational institutions. Then, a description of the main characteristics of the educational quality category is made, its origin and its approaches, economies and rights. The analysis of the two categories establishes a relationship between the educational evaluation and the educational quality as related to the importance of an integrated educational evaluation that promotes the improvement of educational quality.
Evaluación y acreditación de la educación superior en Ecuador: La Universidad de Cuenca como caso de estudio
(2022) Cabrera Ortiz, Freddy Patricio; Jerves Hermida, Elena Monserrath
This work is framed in the field of studies on Higher Education and particularly, on evaluation and accreditation policies in Latin America, focusing on Ecuador. Particularly, the study was developed with the purpose of understanding the different aspects that structured the institutional evaluation and accreditation process in the University of Cuenca between 2013-2017. For this purpose, a qualitative approach was used as a methodological strategy, relying on the tradition of case studies with emphasis on politics; based on the understanding that implementation processes and institutional changes constitute a privileged subject of analysis. Documentary and bibliographic analysis and literature review were used as a strategy for information gathering, as well as 12 in-depth interviews with strategic actors who intervened in the process. The study reveals that the University of Cuenca discovers in the political will of its au- thorities, the commitment and involvement of its university community, as well as the review and organization of its processes, the best strategies to face the institutional evaluation and accreditation processes.
Factores que inciden en el rendimiento académico en los primeros años de los estudiantes de la Universidad de Cuenca, Ecuador
(2023) Verdugo Guamán, María Eugenia; Escudero Durán, María Lorena; Cabrera Tenecela, Homero Patricio; Cabrera Ortiz, Freddy Patricio
A sequential mixed study was applied to identify factors inherent to teachers and college students that influence academic performance and recognize some expectations about high school graduates who enter university. We worked with the performance results of the first semester of 1314 students from the University of Cuenca. An interview or focus group was conducted with 24 students, 25 high school teachers, 33 college professors, and five experts. We worked with a performance matrix classified according to the types of establishment, age, and gender of the students. The qualitative analysis was made with questionnaires validated by experts and adapted to each educational actor. The results allowed us to identify better performance among students from private education than public education. The female gender performs better than the male gender, and there are no differences according to age. Among the factors of teachers, their pedagogical and didactic profile stands out as a condition for obtaining better performance. Finally, the university has expectations of new students with critical thinking, reading comprehension, logical-mathematical ability, and research capacity
Impacto de la concepción docente sobre las funciones de evaluación en el proceso de enseñanza-aprendizaje en educación básica
(Universidad de Cuenca, 2023-02-03) Castillo Cumbicus, Margoth Rosalía; Corte Fajardo, Gabriela Margoth; Cabrera Ortiz, Freddy Patricio
Teachers carry out evaluations in their classrooms on a daily basis, as it is a practice that has an impact on student learning and development. Several studies show the relationship between the conceptions that teachers have about evaluation and the way they evaluate. For this reason, this research was developed with the purpose of analyzing the impact that teachers' conceptions have on the functions of evaluation in the teaching-learning process. In order to fulfill this purpose, a descriptive documentary research was carried out, based on the review of bibliographic material, in addition to analyzing and synthesizing the relevant information found. In this way, the development of the research reveals that in classrooms one can still observe teachers' evaluative practices that coincide with the traditional approach, which focuses on the results and the summative function; in addition, the conceptions that some teachers have about evaluation are the product of the experiences acquired from certain factors such as: contextual, organizational and personal. Finally, in view of the fact that conceptions have a great impact on the practice and development of the educational process, evaluative proposals have been made from the constructivist approach, such as: authentic evaluation, evaluation focused on meaningful learning and evaluation and self-regulation.