Journal of Educative Proposals

Jamboard for Teaching Mathematics to Fourth-Year Secondary School Students

2026-05-19T15:01:07+00:00

Collaborative learning involves a dynamic process in which students jointly construct knowledge through interaction, negotiation of meaning, and collaborative problem-solving. Therefore, this article aims to describe the impact of using Jamboard in teaching mathematics to fourth-year secondary school students at the Ramón Castilla Private Educational Institution. This study was framed within a qualitative approach with a non-experimental, descriptive, and cross-sectional design. The study revealed that more than 90% of the students actively participated with Jamboard, all group members visibly contributed to the collaborative work, and interruptions and delays in the process were recorded due to loss of connectivity. In conclusion, it was evident that Jamboard positively impacts interaction, visualization, and collaborative learning in mathematics.

Digital Teaching Competence in Regular Education: A Systematic

2026-05-19T15:07:07+00:00

Digital teaching competence is essential for the integration of technology in regular education, although significant gaps persist between instrumental use and reflective pedagogical appropriation. To analyze the scientific production on digital teaching competence in regular education published between 2015 and 2025, identifying levels of proficiency, associated factors, and critical areas. Systematic review following PRISMA guidelines, with searches in SciELO, Redalyc, and Dialnet. Eighteen empirical studies published in Spanish were selected and subjected to qualitative thematic synthesis. Teachers predominantly present basic or intermediate levels, with strengths in instrumental skills and persistent weaknesses in digital content creation, security, and technology-mediated assessment. Teacher training must move beyond instrumental approaches toward situated, collaborative, and longitudinal models that integrate pedagogical reflection with collective competence development.

Use of Technological Resources in Training for Research and Scientific Writing in Medicine: A Systematic Review

2026-05-19T15:23:04+00:00

The integration of digital technologies in medical education has transformed the teaching of research and scientific writing skills, particularly following the digital acceleration driven by the COVID-19 pandemic. To systematically analyze the scientific evidence on the use of technological resources in research and scientific writing training among undergraduate medical students. A systematic review was conducted according to PRISMA 2020 guidelines across Scopus, PubMed, SciELO, ERIC, and Google Scholar (2018–2024). Eighteen experimental, quasi-experimental, descriptive studies and systematic reviews were included. Bibliographic managers (Zotero, Mendeley), artificial intelligence (ChatGPT, Grammarly), and collaborative platforms (Google Workspace, Microsoft Teams) improved citation accuracy, textual coherence, and research performance. Immersive technologies facilitated methodological understanding. Technological resources strengthen research competencies in medical students. Their effective curricular integration requires institutional policies, continuous teacher training, and longitudinal studies that evaluate the sustainability of learning.