Models of Technological Inclusion in Technology-Level Distance Programs

Abstract

The purpose of this study is to carry out a systematic review of the models of technological inclusion in technology-level distance learning programs. Characterize the practices of technological inclusion in these countries for the articulation of innovation, technological development, applied research and technology transfer that allow it to be validated through a pilot model. Scientific information published between 2012 - 2022 was collected from Science Direct, Scopus, Springer and Google Scholar. Based on a series of filters and a manual search, 85 articles were found, distributed as follows: 27 on the Technological Inclusion Model, 18 articles on Articulation or validation of Technological practices with Applied Research, and 40 articles on Virtual and Distance Technologies. It was found that the trends of educational technological models and innovations focus on the three innovative pedagogies of Education 4.0 (heutagogy or self-directed learning, pedagogy or effective peer-to-peer learning, and cybergogy, where autonomous and collaborative student-centered learning is technologically enabled in a virtual environment) with the capabilities of three technological learning tools (Facebook, Learning Management System and Blog). The pilots that have been validated have focused on computational simulation tools and software development.