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RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo

versión On-line ISSN 2007-7467

Resumen

SALAZAR GONZALEZ, Crisanto. Collaborative writing: A social practice mediated by technologies. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2024, vol.15, n.29, e713.  Epub 08-Nov-2024. ISSN 2007-7467.  https://doi.org/10.23913/ride.v15i29.2053.

This study, initially presented as a paper and now as a research article, examines how the incorporation of educational technologies (ET) is transforming the teaching and learning of writing at the university. Through a case study at the Universidad Autónoma de Sinaloa, the practices of writing culture in a university training environment dominated by technology were analyzed. The results reveal a paradox: despite the technological predominance, both students and teachers make limited use of ET in the teaching-learning processes of writing. However, students recognize significant benefits in the use of digital tools for their writing assignments, such as increased interaction and motivation in learning, more effective communication with teachers, and access to a wide range of digital educational resources. The research concludes that technology-mediated collaborative writing can be a valuable tool for improving the quality of university education, promoting collaborative learning and creativity among students. In addition, it emphasizes the importance of incorporating ET, in an effective way, in professional training programs, recognizing their status and mediation in the teaching and learning processes at the university.

Palabras llave : Online learning; Teaching writing; Writing; Case study; Professional development; Educational technology.

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