Incidencia de las Tecnologías del Aprendizaje y el Conocimiento (TAC) en el desarrollo del pensamiento crítico

Abstract

The present research refers to the relationship between Learning and Knowledge Technologies (TAC) and the development of critical thinking, for this purpose, we worked with a sample of 70 students belonging to the first and second semester of the Psychopedagogy degree. As for the methodological approach, a mixed approach was adopted; the modality was fieldwork, complemented with a bibliographical and documentary review. Likewise, the study was framed at the exploratory, descriptive and correlational levels. Subsequently, the theoretical foundation of the variables was carried out and three instruments were applied: Firstly, a structured questionnaire was applied to diagnose the use of TAC, secondly, a Critical Thinking Questionnaire was applied, where 23 % of the students reflect a significant difficulty in the dialogic dimension, which suggested the need to strengthen this dimension through the use of digital tools in response to this need, during the intervention phase. Finally, once this process was completed, the TAM Model questionnaire was applied, obtaining highly satisfactory results. These findings contributed to the verification of the proposed hypothesis, which was validated through statistical analysis, it is concluded that the incorporation of digital tools TAC has a positive and significant impact on strengthening the skills of critical thinking in university students.