Por favor, use este identificador para citar o enlazar este ítem: https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/5525
Título : Rastreando ensamblajes y controversias en un ecosistema de innovación educativa
Autor : Aguilar-Forero, Nicolás
Cifuentes, Gary
Fecha de publicación : 2020
Resumen : Abstract Although educational innovation ecosystems are currently promoted globally, little is yet known about their effects and configurations in specific contexts. This article presents the results of a study that sought to understand how the Educational Innovation Ecosystem in Bogotá (Colombia) is configured, by carrying out analysis of its nodes (assemblages) and controversies. The study draws on a comparative case study, supported theoretically and epistemologically in the sociology of translation, better known as actor-network theory. The findings show the fragility of the notion of an ecosystem when certain conditions (such as the availability of teachers’ time or their conceptions of innovation with ICT) and certain key actors (such as school principals), essential in connecting the nodes of an innovation ecosystem, are not taken into account. The findings are relevant to the field of social sciences and especially to those interested in the sociology of education.
ISSN : 0102-6992
metadata.dc.identifier.url: https://www.scielo.br/j/se/a/TV8kXLmQ6p6gLDDzdGgWqQq/?format=pdf&lang=es
metadata.dc.type: Articulo
Aparece en las colecciones: Artículos científicos y académicos

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