scholarly journals Cobertura del nuevo Plan de Estudios para el Ingeniero de Software de la UADY: Un Análisis desde la óptica de la ANIEI

2021 ◽  
Vol 4 (3) ◽  
pp. 63-71
Author(s):  
Raúl A. Aguilar Vera ◽  
Julio C. Díaz Mendoza ◽  
Juan P. Ucán Pech ◽  
Antonio A. Aguileta Güemez
Keyword(s):  
Information Technology ◽  
Software Engineering ◽  
Technology Education ◽  
Software Engineer ◽  
National Association ◽  
Face To Face ◽  
Teaching Plan ◽  
Information Technology Education ◽  
Curriculum Models ◽  
Curricular Models

En este artículo se presenta un análisis para la cobertura del nuevo Plan de Estudios de la Licenciatura en Ingeniería de Software de la Universidad Autónoma de Yucatán (UADY), respecto de los Modelos curriculares propuestos por la Asociación Nacional de Instituciones de Educación en Tecnologías de Información (ANIEI). Del análisis se pudo identificar la dificultad de establecer equivalencias al medir el esfuerzo de aprendizaje de los estudiantes en horas presenciales y no presenciales, con respecto al plan de enseñanza diseñado por los profesores para los alumnos, definido en horas teóricas y prácticas. El artículo presenta fortalezas y debilidades del Plan de Estudios, en relación con la cobertura de las áreas de conocimiento consideradas en los modelos de la ANIEI, en particular, en el perfil “B” que se corresponde con el de Ingeniero de Software. This article presents an analysis for the coverage of the new Curriculum Models of the Bachelor in Software Engineering of the Autonomous University of Yucatan (UADY), regarding the Curricular Models proposed by the National Association of Information Technology Education Institutions (ANIEI). From the analysis, it was possible to identify the difficulty of establishing equivalences when measuring the learning effort of the students in face-to-face and non-face-toface hours, with respect to the teaching plan designed by the teachers for the students, defined in theoretical and practical hours. Also, the article presents strengths and weaknesses of the Curriculum, in relation to the coverage of the areas of knowledge considered in the ANIEI models, in particular, in the "B" profile corresponding to that of Software Engineer.

scholarly journals Challenges of Information Technology Education Student’s Online Classes during the Covid-19 Pandemic in Selected Public Colleges and Universities in the Philippines

2022 ◽  
Vol 6 ◽  
pp. 877-892
Author(s):  
Francis Balahadia ◽  
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Technology Education ◽  
Online Teaching ◽  
The Philippines ◽  
Colleges And Universities ◽  
State Colleges ◽  
The Public ◽  
Information Technology Education ◽  
The World

Purpose-Many educational systems across the world have shifted to online learning methodology as a measure against Covid-19 Pandemic to continue educating students. This phenomenon is causing a lot of complications to the educational system around the world in the context of developing countries, especially to the public state colleges and universities. This paper aims to identify and describe the challenges of online learning from the perspective of Information Technology Education (ITE) students in the public state colleges and universities during the COVID-19 pandemic. Method-It used descriptive research for the conducted of the study wherein survey questionnaires were sent out via electronic survey in different state colleges and universities in the Philippines. The evaluations were calculated using descriptive statistics and Chi-square and responses were compared between their profilesusing a nonparametric test. Results-The findings obtained the demographic profile of the ITE students with the degree of BS Information Technology, BS Computer Science, and BS Information System such courses, year level, and place they live. Additionally, the study gained a significant relationship between student profile in the device used in class, internet connectivity, student type of data connection, capability to attend online class, and their commitment to participate and submit class requirements. The study identifies different interrelated challenges such as the majority of the student only using smartphones in onlinelearning and poor internet connection as they tried to adapt to online learning because they are committed to participating and submitting requirements. Conclusion-The study gives insights into the current condition experienced by the students in the school administrations and officials, and faculty as well to strengthen the appropriate online teaching mode and other practices applicable to the students. It can also useto emphasize to be more responsive to the learning needs of the IT students, especially beyond the conventional classrooms.Recommendations-It is suggested that educational institutions must create appropriate and effective content, and provide digital literacy training to current faculty to improve learning outcomes. Lastly, a strong Information Communication Technology Office that focuses on the development of a different website and mobile application that assist the need of the students and faculty may be established.

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