Sinapsis Educativas: Encendiendo las Neuronas del Futuro Académico: Educational Synapses: Igniting the Neurons of Academic Future

Oscar Antonio Martínez Molina

doi:10.29394/Scientific.issn.2542-2987.2024.9.E3.0.10-18

Authors

Oscar Antonio Martínez Molina Universidad Nacional de Educación, UNAE https://orcid.org/0000-0003-1123-5553

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2024.9.E3.0.10-18

Keywords:

educational research, pedagogical innovation, educational neuroscience, adaptive learning, educational technology

Abstract

This article explores the concept of “Educational Synapses” and its impact on educational research. It analyzes how the integration of neuroscience, technology, and pedagogy is transforming our understanding of learning and redefining educational practices. The research is based on a review of literature on educational neuroscience, pedagogical innovation, and educational technology, complemented by case studies. The results indicate that neuroscience has provided a greater understanding of brain mechanisms related to learning, enabling the design of more effective pedagogical strategies. Educational technology, including artificial intelligence, is facilitating unprecedented personalization in education. It is concluded that “Educational Synapses” represent a new educational paradigm that promises to significantly improve effectiveness and equity in education.

Downloads

Download data is not yet available.

Author Biography

Oscar Antonio Martínez Molina, Universidad Nacional de Educación, UNAE

Nacido es San Cristóbal, estado Táchira, Venezuela, el 12 de octubre del año 1952. Residenciado en Cuenca, Ecuador. Licenciado en Educación Mención Orientación Educativa y Profesional por la Universidad de Los Andes (ULA), extensión Táchira, Venezuela; Magíster en Ciencias de la Educación Superior, Mención Andragogía por la Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora (UNELLEZ); Doctor en Educación Mención Suma Cum Laude de la Universidad de Málaga (UMA), España; Postdoctor en Estudios Libres de la Universidad Fermín Toro (UFT); Diplomado en Educación Abierta y a distancia por la Universidad Fermín Toro; Maestría de Experto Avanzado en E-learning por la Fundación para la Actualización Tecnológica de Latinoamérica (FATLA); Maestría de Experto en Tecnología Educativa nivel avanzado en la Fundación para la actualización tecnológica de Latinoamérica; Profesor Jubilado de la Universidad Nacional Abierta (UNA), Categoría Académica de Titular; Director de tesis doctorales y de maestría; Profesor investigador del Programa de Estímulo a la Innovación e Investigación en categoría “A-2”; Docente investigación de la Universidad Nacional de Educación (UNAE), Ecuador, Categoría principal 1; Coordinador del Grupo de Investigación GIET; Director Académico y de Operaciones de la Red Académica Internacional de Pedagogía e Investigación (RedINDTEC).

References

Blikstein, P. (2018). Pre-College Computer Science Education: A Survey of the Field. Mountain View, CA., United States: Google, LLC.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140, e-ISSN: 1088-8691. Retrieved from: https://doi.org/10.1080/10888691.2018.1537791

Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS. Proceedings of the National Academy of Sciences, 111(23), 8410-8415, e-ISSN: 1091-6490. Retrieved from: https://doi.org/10.1073/pnas.1319030111

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. ISBN: 978-1-794-29370-0. Boston, MA., United States: Center for Curriculum Redesign.

Immordino-Yang, M. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. New York, United States: W. W. Norton & Company.

OCDE (2022). Perspectives de l'OCDE sur l'éducation numérique 2021: Repousser les frontières avec l'IA, la blockchain et les robots. Paris, France: Éditions OCDE. Retrieved from: https://doi.org/10.1787/d5fe6bd0-fr

Reich, J. (2020). Failure to Disrupt: Why Technology Alone Can’t Transform Education. ISBN: 978-0674089044. Cambridge, MA., United States Harvard University Press.

Tokuhama-Espinosa, T. (2018). Neuromyths: Debunking false ideas about the brain. New York, United States: W. W. Norton & Company.

Williamson, B. (2019). New power networks in educational technology. Learning, Media and Technology, 44(4), 395-398, e-ISSN: 1743-9884. Retrieved from: https://doi.org/10.1080/17439884.2019.1672724

Educational Synapses: Igniting the Neurons of Academic Future