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DOI: hꢂps://doi.org/10.25054/2027257X.3798

Critical thinking with TPACK in

bachelor's degree in Literature

and Spanish Language

Miller Andrés Galindo Ducuara*

Irlesa Indira Sánchez Medina**

Received: July 6, 2022

Accepted: February 20, 2023

Arꢀcle type: Scienꢀﬁc and technological research

*

Master in Educaꢀon

Aꢀꢁꢂꢃꢄꢅꢂ: The arꢀcle presents the results of the research

variables involved in an online training program

that develops criꢀcal thinking and the Technological

Pedagogical Content Knowledge (TPACK) model. Acꢀon

research is carried out, within the framework of the

ICT research line and the learning process, with a

sample of 42 students from the ﬁrst semester of the

Bachelor's program in Literature and Spanish Language

at the Universidad Surcolombiana, who parꢀcipated

in the pre-test. -test and post-test. In conclusion, the

online training program strengthens the development

of criꢀcal thinking with the applicaꢀon of the TPACK

model.

from the Surcolombiana

University. Professor at the

Surcolombiana University.

miller.galindo@usco.edu.co

0

000-0002-1610-1063

*

* Master in Educaꢀon and

ICT from the Cooperaꢀve

University of Colombia.

Professor at the Cooperaꢀve

University of Colombia,

Neiva.

6

5

irlesa.sanchez1@gmail.com

0

000-0002-8840-0708

Hꢇꢋ ꢂꢇ ꢅꢌꢂꢍ ꢂꢎꢌꢁ ꢄꢃꢊꢅꢏꢍ:

Galindo, M., & Sánchez, I.

(

2023). Pensamiento críꢀco

con TPACK en Licenciatura

en Literatura Lengua

Keywords: criꢀcal thinking, TPACK model, Learning

manager, ICT, online training program.

y

Castellana. Revista PACA 14,

pp. 65-85.

Iꢆꢂꢃꢇꢈꢉꢅꢊꢇꢆ

According to the Ministry of Naꢀonal Educaꢀon

(

2021), criꢀcal thinking is considered an

intellectually acꢀve and skillful process of

conceptualizing, applying, analyzing, synthesizing

and/or evaluaꢀng informaꢀon evidenced by

observaꢀon, experience, reꢁecꢀon, reasoning or

communicaꢀon leading to acꢀon.

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Bermúdez (2021) states that the construcꢀon of knowledge and

the intellectual producꢀon of the student is built through autonomous,

parꢀcipatory and collaboraꢀve learning. Due to the above, it is necessary

to implement innovaꢀve and creaꢀve pedagogical models that allow the

involvement of technological means as an elementary tool in the teaching

and learning process, thus achieving a signiﬁcant transformaꢀon in the

student.

Figure 1 complements the previous concept, revealing thinking skills

Creamer, 2011). According to the psychologist Nickerson (1986), criꢀcal

(

thinking is deﬁned as "the property or domain of a mental, psychic or

pracꢀcal nature that individuals opt for and carry out procedures of some

acꢀvity whose purpose is to achieve some objecꢀve, guided by knowledge

and/or previous knowledge” (p. 410). Criꢀcal comprehension assumes

the discourse so that the reader makes pragmaꢀc, strategic or projecꢀve

inferences.

In the same way, UNESCO (2021) states that, within Sustainable

Development, learning must prepare students of all ages to ﬁnd

soluꢀons to the diﬀerent problemaꢀc challenges of today and tomorrow,

understanding that educaꢀon is transformaꢀve and allows as individuals

they are able to make their own decisions and, at the same ꢀme, propose

innovaꢀve ideas that beneﬁt society; the above refers to Criꢀcal Thinking.

6

Figure 1. Criꢀcal Thinking Skills.

Sꢇꢉꢃꢅꢍ: Aguilar Vargas, Alcántara Llanas & Braun Mondragón, 2020.

Criꢀcal thinking and the Technological Pedagogical Content Knowledge

(

TPACK) have achieved a representaꢀve change and impact on teachers,

strengthening the teaching and learning process of students (Leal Urueña

Rojas Mesa, 2020).

&

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Tꢎꢍꢇꢃꢍꢊꢅꢄꢏ ꢃꢍfꢍꢃꢍꢆꢅꢍꢁ

This research study impacts the diﬀerent degree programs oﬀered

by the Surcolombiana University to people interested in carrying out

professional training, especially the academic program of Literature and

Spanish Language. Returning to the fact that there are few invesꢀgaꢀons

carried out at the local, naꢀonal and internaꢀonal level in this ﬁeld,

which allow the strengthening of criꢀcal thinking supported by matrices

or methodologies in accordance with new trends and what is required

by globalizaꢀon. To conꢀnue with the criꢀcal development, the TPACK

model proposed by Mishra and Koehler (2016) is besought, a model

integrated by the knowledge that the teacher requires to manage ICT

eﬃciently in teaching. Figure 2 presents the Content (CK), Pedagogy

(

PK) and Technology (TK); Similarly, the TPACK approach beneﬁts three

knowledge bases in isolaꢀon, emphasizing the types of knowledge found

at intersecꢀons: Pedagogical Content Knowledge (PCK), Technological

Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK)

that employ Technology, Pedagogy and Content, and Technological

Pedagogical Content Knowledge (TPACK) (Mkoehler, 2012).

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The previous evidences the TPACK model as an adequate educaꢀonal

response to relate knowing what, knowing how and knowing where, with

a tendency to adopt, adapt, create and share resources in the classroom

to complete the teaching process and learning (Jiménez Sabino & Cabero

Almenara, 2021).

Figure 2. TPACK Model.

Sꢇꢉꢃꢅꢍ: Technological, Pedagogical Content Knowledge (TPACK) (Mkoehler, 2012).

Table 1 lists some of the main research results carried out in other

contexts with the TPACK model in educaꢀon.

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Table 1.

Research results.

Tꢌꢂꢏꢍ

Aꢉꢂꢎꢇꢃ / Yꢍꢄꢃ

Dꢍꢁꢅꢃꢌꢐꢊꢇꢆ

The research presents

a

speciﬁc intervenꢀon

of the selected subject

to generate the culture

of the use of the TPACK

model in future teaching

professionals,

on training pracꢀces

based on evidence,

based

with a sample of 208

teachers in training.

Promoꢀng Technological

Pedagogical

Knowledge

Content

(TPACK)

This

study

the

intends,

TPACK

through

of

Teachers

in (Lachner et al., 2021)

Quasi-

model, to implement

the technologies in the

classroom. Finally, the

eﬀecꢀveness of the TPACK

model was evaluated

training:

A

Experimental Field Study

Germany)

(

through

a

quasi-

experimental ﬁeld study,

with signiﬁcant results

for self-eﬃcacy related to

technology and its proper

use in the process as a

means of support in the

classroom.

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The research study is

based on the teaching

and learning process

the

Technological

Pedagogical Knowledge

TPACK): Design Selecꢀon

Content

integrated

with

(

technologiesthatteachers

Analysis

and

Techniques

Data (Saputra & Chaeruman, 2022) currently require in their

professional

using

pracꢀce,

documentary

in Secondary School

Indonesia).

a

(

analysis of arꢀcles indexed

in the SCOPUS magazine,

published in 2020.

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Research that consisted

of evaluaꢀng the

T e c h n o l o g i c a l

Pedagogical Content

Knowledge Pracꢀces in (Çam, Gürcü & Koç, 2021)

Higher Educaꢀon: First

Impressions of Trainee

Teachers (Turkey).

percepꢀons of educators

with the pracꢀces of

technological pedagogical

knowledge

content

(TPACK).

The research evidences

the knowledge and

pracꢀces that teachers

have in relaꢀon to

technological pedagogical

knowledge

(TPACK) in the humaniꢀes

careers classroom at an

The TPACK model, in

the teaching praxis in an

Argenꢀne university.

Knowledge and teaching (Flores & Orꢀz, 2019)

pracꢀces around the

content

Argenꢀne

university,

a mulꢀple

based on

didactic-technological

knowledge of the content

case made up of teams

of teachers from

(

CDTC) in university

six subjects and an

intra-methodological

triangulaꢀon (primary and

secondary sources), of

researchers and teachers

classrooms (Argenꢀna).

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parꢀcipaꢀng

in

the

validaꢀon in a qualitaꢀve

study.

The present research

study based on the

invesꢀgaꢀon of the scope

of the integraꢀon of

technologies, pedagogy

and content (TPACK) in

educaꢀonal

and professional teacher

improvement through

formaꢀon in digital skills

in ꢀmes of Covid-19.

Based on the research

carried out on the TPACK

model, a diagnosꢀc and

processes

Study of the integraꢀon

of ICT in teacher training (Antonio & Burgos, 2020)

through the TPACK model

(Ecuador).

evaluaꢀon

instrument

was developed that will

guarantee the quality

of digital educaꢀon in

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the teacher; obtaining

as result favorable

a

levels in the integraꢀon

of technologies with

pedagogy

disciplinary

and

with

content

inside and outside the

classroom.

The

implementaꢀon

of ICT in content and

pedagogy promotes the

development of new

digital skills in teacher

training, improving the

teaching and learning

process. The techno-

pedagogical model of

the TPACK content has

facilitated the acquisiꢀon

of new competencies in

the university teacher.

The objecꢀve of this

research arꢀcle is to

The

TPACK

techno-

pedagogical model and

its impact on teacher (Balladares-Burgos

training:

the literature

Guatemala)

&

a

review of Valverde-Berrocoso, 2022)

(Rep.

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0

present

a

broad and

detailed vision from the

beginning to the variants

of the TPACK theoreꢀcal

model and, likewise, the

necessary

foundaꢀons

to support this model

as an elementary basis

for digital educaꢀon in

professional

teacher

training and pracꢀce.

The

of

implementaꢀon

Informaꢀon and

C o m m u n i c a t i o n

Technologies (ICT) in

educaꢀon has become

necessary and innovaꢀve

in the teaching and

learning processes.

The purpose of this

ICT ꢄꢆꢈ ꢌꢂꢁ ꢌmꢐꢄꢅꢂ ꢇꢆ

ꢄꢅꢄꢈꢍmꢌꢅ ꢃꢍꢁꢉꢏꢂꢁ:

an analysis from the (Morales, Cote, Molina Bernal, invesꢀgaꢀve study is

TPACK model.

& Rodríguez-Jerez, 2019)

to analyze the events

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of ICT in the results

obtained from the saber

1

2

and

1 tests carried out in

016, in Cundinamarca

taking

Bogotá;

the TPACK model as a

reference for study. As

an instrument for the

collecꢀon of informaꢀon,

a

quesꢀonnaire was

designed and applied

that made it easier to

teacher's

know

the

competencies of the

TPACK model. The type of

research was quanꢀtaꢀve

(

linear regression and

ANOVA), selecꢀng as the

independent variable the

average of the results

obtained by the students

conformed by educaꢀonal

insꢀtuꢀon.

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1

The research study the

eﬀects of an andragogic

teacher

design

of

professional development

with a learning system

integraꢀng pedagogical

A

professional training

technological

knowledge

content

(TPACK).

model

by

supported

personalized (Chaipidech,

a

Srisawasdi, With a sample of 161

Chaipah, science teachers from

92 secondary schools

learning system for Kajornmanee

the

of

&

development 2022)

teachers' TPACK

located in northeastern

(Thailand).

Thailand who parꢀcipated

voluntarily;

and

the

results obtained showed

that teachers signiﬁcantly

improved the dimensions

of the TPACK model in

relaꢀon to teaching in the

classroom.

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The

research

study

of systemaꢀc review

aims

innovaꢀve

to

idenꢀfy

technology

strategies through the

implementaꢀon of the

technological pedagogical

content knowledge model

(TPACK). Likewise, the

acꢀve methodology of

the teachers of the third

year of basic educaꢀon

for the subtracꢀon with

& Acurio regrouping seminar. The

methodological support

worked was qualitaꢀve

research, applying the

TPACK

acꢀve

applicaꢀons

area of mathemaꢀcs.

A theoreꢀcal approach

model

and

methodology, (Rodríguez Solís

in the Maldonado, 2021)

(Ecuador)

documentary

research

model;

the

Coming to

conclusion

that

digital didacꢀc tools

promote new knowledge

processes, improvement

of learning ꢀmes and

levels of eﬀecꢀveness in

problem solving.

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2

Technological Pedagogical

Content

Knowledge

(

TPACK) is the ideal model

that allows the integraꢀon

of diﬀerent technological

tools for the teaching and

learning process. This

research evaluated the

applicaꢀon of the TPACK

model

of

preservice

teachers in diﬀerent public

study centers around

Bulacan (Philippines). The

parꢀcipaꢀng teachers in

the sample were evaluated

T e c h n o l o g i c a l

Pedagogical Content

Knowledge (TPACK) in

Acꢀon: Applying Learning (Santos & Castro, 2021)

in the Classroom by

by

their

cooperaꢀng

teachers and as a tool to

validate the informaꢀon,

it was supported by an

interview with future

future teachers PST

(Philippines)

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teachers and supervisors.

The result showed that

teachers in training have

solid knowledge in each of

the elements that are part

of the TPACK model. The

technological tools that

educaꢀonal

insꢀtuꢀons

have were evaluated as

adequate tools. However,

it is necessary to establish

educaꢀonal policies that

promote training in the

proper use of technological

tools that help students and

teachers in the teaching

and learning process inside

and outside the classroom.

The

objecꢀve

of

this research was to

determine the level of

competence that Basic

Educaꢀon teachers have

in the area of Language

and Literature in relaꢀon

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3

to

the

Pedagogical

Technological knowledge

of the TPACK Content.

The

approach

used

for the invesꢀgaꢀon

was quanꢀtaꢀve with

a

A

descripꢀve scope.

survey was applied

to 48 teachers using a

quesꢀonnaire, having

the TPACK model as a

reference. This model is

idealforteachers, because

it allows strengthening

P e d a g o g i c a l

t e c h n o l o g i c a l

the (Cando, Tituaña, Cando &

content in the area of Lema, 2018)

Language and Literature

competence

of

(Ecuador)

the

knowledge,

and

competencies,

skills

require

that

to

teachers

integrate

technologies eﬃciently

in the teaching-learning

process of any area of

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knowledge.

According

to the data analyzed, it

allowed determining that

teachers have a very high

level of technological,

pedagogical and content

competenciesindividually.

However, they present

shortcomings

when

arꢀculaꢀng the content

technology, pedagogical

technology, and content

pedagogical technology

competencies.

The research determines

the

competences that the

teacher requires to

necessary

improve the teaching

and learning of Arꢀﬁcial

Intelligence (AI) taking

technological pedagogical

content

knowledge

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(TPACK) as a reference. It

was necessary to idenꢀfy

the educaꢀonal resources

that currently

available on AI and the

necessary foundaꢀons

that AI teaching requires.

Based on the evidenced

ﬁndings, the teaching

are

Teacher

Competence

Analysis with TPACK for (Kim et al., 2021)

K-12 IA Educaꢀon (South

Korea)

competencies

for

the training of the AI

implemented the TPACK

model are proposed.

In

conclusion,

who

the

guide

teachers

the AI seminar require

the implementaꢀon

of the TPACK model in

the classroom so that

students develop skills in

solving problems using

technologies.

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The present research

study with a qualitaꢀve

approach, carried out at

the Colombus American

School

Insꢀtuꢀon,

Educaꢀonal

in the

municipality of Rivera,

Huila, Colombia, aims to

assess the progress of

the thought processes

of the students (1st, 2nd

and 3rd primary school

grades) through research

in the pedagogical and

didacꢀc process within

the framework of teaching

Thought processes: How

to develop them through

research within the (Bermúdez Vásquez, 2021)

framework of Teaching

for Understanding (Epc)?

for

understanding.

Considering Research as

a process that seeks to

solve a problem; achieving

that students become

competent,

criꢀcal,

purposeful and creaꢀve

beings in decision making.

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Having a good literary

habit allows the human

being to develop

competencies in the

percepꢀon of reality,

in

decision-making,

to solving

oriented

problems, building life

projects, handling good

asserꢀve and recepꢀve

communicaꢀon, having

a criꢀcal posiꢀon of the

things; All of the above

is achieved through the

acquired

during their formaꢀon.

Today it is necessary

to involve the student

in the management of

technological tools as a

means of training and

didacꢀcs in the teaching

Didacꢀc

to awaken

sensiꢀvity in high school

youth

strategy

literary (Lasso Ramírez, 2020)

experiences

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and learning process.

This research seeks to

structure didacꢀc

a

strategy to awaken literary

sensibility in the teaching

of literature in ninth grade

students of the El Juncal

Educaꢀonal

Insꢀtuꢀon

in the municipality of

Palermo, Huila, Colombia.

Sꢇꢉꢃꢅꢍ: self made.

The learning management system (LMS) is considered as a support

tool for the teaching and learning process in the educaꢀonal ﬁeld, in

distance or blended mode. In the same way, it is a means of solving the

diﬀerent companies or educaꢀonal centers in charge of online formaꢀon

and educaꢀon (Merriman, et al. 2016).

ICTs or so-called Informaꢀon and Communicaꢀon Technologies

are tools used for the processing, administraꢀon and distribuꢀon of

informaꢀon with technological elements, such as computers, telephones,

televisions, etc. (UNESCO, 2018). As a complement to the above, a

virtual educaꢀonal plaꢃorm is a computer environment in which there

are grouped and opꢀmized tools for teaching purposes. Its funcꢀon is to

allow the creaꢀon and management of complete courses for the Internet

without requiring deep programming knowledge.

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6

Figure 3 shows the necessary skills for the teacher as proposed

by UNESCO. It is important that the professional teacher involves

technological tools in the teaching-learning process with their students,

in an interacꢀve, dynamic, acꢀve and moꢀvaꢀng way, complying with the

development of competencies according to the area of knowledge that

they wish to strengthen during the course academic process.

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Figure 3. ICT skills for educators.

Sꢇꢉꢃꢅꢍ: ICT educator skills (UNESCO, 2008).

The European magazine Horizon Project (2017) made a publicaꢀon

called "Digital Literacy in Higher Educaꢀon, Part II", where it states that

naꢀonal and internaꢀonal companies need human personnel with skills

and competencies to be successful. Table 1 shows the competencies and

skills for the business context, each of them being important according

to the managers of the companies. Table 2 describes a comparison made

in the period 2015-2020, which shows the skills and competencies that

employees must acquire to be part of their companies.

7

Table 2.

Competences and skills for the business context.

2

015

2020

1

2

3

4

5

6

7

8

Complex troubleshooꢀng

Coordinaꢀon with others

Human management

Pensamiento críꢀco

Negoꢀaꢀon

1

2

3

4

5

6

7

8

Complex troubleshooꢀng

Criꢀcal thinking Creaꢀvity

Human

Management

Coordinaꢀon with others

Emoꢀonal intelligence

Judgment and decision making

Service orientaꢀon

QA

Service orientaꢀon

Judgment and decision making

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9

1

Acꢀve listening

Creaꢀvity

9

Negoꢀaꢀon

0

10

Cogniꢀve ꢁexibility

Sꢇꢉꢃꢅꢍ: Bryan et al., 2017.

Mꢍꢂꢇꢈꢇꢏꢇꢑy

The research approach allows verifying the behavior of the criꢀcal

thinking variables and the applicaꢀon of the TPACK model with the aim

of applying an online training program that develops criꢀcal thinking,

supported by the TPACK model, to solve the diﬃculꢀes present in ﬁrst-

semester students of the Degree in Spanish Literature and Language,

with a sample of 42 students, who parꢀcipated in the pre-test and post-

test that was approved and validated by experts, with a consistency and

reliability index according to Cronbach's alpha of 0.9. The variables used

are described below:

Cꢃꢌꢊꢅꢄꢏ ꢂꢎꢌꢆꢒꢌꢆꢑ

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AA = Analyze – Apply

RS = Reason – Synthesize

EV = Evaluate – Validate

TPACK Mꢇꢈꢍꢏ

TK = Technological Knowledge Variable.

CK = Content Knowledge Variable.

PK = Pedagogical Knowledge Variable.

PCK= Pedagogical Content Knowledge Variable.

TCK = Technological Content Knowledge Variable.

TPK = Pedagogical Technological Knowledge Variable.

TPACK = Technological Pedagogical Content Knowledge Variable.

The menꢀoned variables are involved in an online training program, an

LMS was used that allowed verifying the behavior of each of the variables

before and aꢄer applying the training program.

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Rꢍꢁꢉꢏꢂꢁ ꢄꢆꢈ ꢈꢌꢁꢅꢉꢁꢁꢌꢇꢆ

During the development of the online training program, the pre-test

and post-test are applied to undergraduate students.

For each proposed quesꢀon, ﬁve response alternaꢀves were

established: Totally disagree (TDS), Disagree (TD), Neither agree nor

disagree (NDA – NDS), Agree (DA) and Totally agree (TDA).

Table 3 shows the result of the pre-test before the online training

program. In the case of criꢀcal thinking, 38.1% were found for the RS

variable (Reason - Synthesize); students present shortcomings when

understanding how the parts of a text are arꢀculated to give it a global

meaning. In the case of the TPACK model, the variables CK (Content

Knowledge) and PK (Pedagogical Knowledge) obtained a percentage

result of 44.0% and 41.7% respecꢀvely, evidence that students have some

diﬃculty when idenꢀfying what does criꢀcal thinking consist of and its

main characterisꢀcs to develop it; in addiꢀon to the shortcomings when

adapꢀng teaching styles to transformaꢀonal leaders (students), using

diﬀerent learning styles.

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Table 3.

Pre-test results.

Vꢄꢃꢌꢄꢀꢏꢍꢁ

TDS

DSA

NDA-

NDS

DA

TDA

AA

RS

EV

TK

CK

PK

PCK

TCK

TPK

TPACK

11,1%

13,1%

15,5%

3,6%

8,3%

9,5%

21,4%

16,7%

15,5%

19,0%

14,3%

38,1%

28,6%

4,8%

19,0%

35,7%

31,0%

23,8%

45,2%

32,5%

31,0%

35,7%

29,8%

44,0%

41,7%

31,0%

35,7%

16,7%

28,6%

10,7%

13,1%

38,1%

19,0%

7,1%

11,9%

14,3%

11,9%

13,5%

7,1%

23,8%

9,5%

10,7%

4,8%

10,7%

7,1%

Source: self made.

Table 4 describes the representaꢀve results of the post-test aꢄer

applying the online training program to the students of the ﬁrst semester

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of the bachelor’s degree in Spanish Language and Literature. A signiﬁcant

percentage of 44.0% with a DA response was found for the case of Criꢀcal

Thinking corresponding to the variable R-S (Reason - Synthesize) where

the students agreed; evidencing ability to idenꢀfy a correct structure in

an argument and the exisꢀng relaꢀonship between paragraphs within a

text. With a percentage of 57.1% being the highest for the TPACK case

corresponding to the variable CK (Content Knowledge) obtaining as a

response from the students to agree; Demonstraꢀng a good capacity

when using methods and strategies to develop criꢀcal thinking.

Table 4.

Post-test results.

Vꢄꢃꢌꢄꢀꢏꢍꢁ

TDS

DSA

NDA-

NDS

DA

TDA

AA

RS

EV

TK

CK

PK

PCK

TCK

TPK

TPACK

4,0%

2,4%

8,3%

0,0%

1,2%

2,4%

0,0%

1,2%

0,0%

7,9%

8,3%

10,7%

1,2%

6,0%

4,8%

2,4%

6,0%

2,4%

11,9%

29,8%

27,4%

16,7%

8,3%

10,7%

14,3%

7,1%

43,7%

44,0%

39,3%

29,8%

57,1%

35,7%

54,8%

35,7%

50,0%

35,7%

32,5%

15,5%

14,3%

52,4%

27,4%

46,4%

23,8%

54,8%

27,4%

52,4%

8

0

15,5%

9,5%

Sꢇꢉꢃꢅꢍ: self made.

Table 5 lists the representaꢀve percentages that were obtained in each

of the variables evaluated in relaꢀon to criꢀcal thinking and the TPACK

model, taking into account the applicaꢀon of the Pretest and Postest. In

the case of criꢀcal thinking, the AA variable is found with a percentage of

3

2.5% in the pre-test with an NDA-DSA response, rising to 43.7% in the

post-test with a DA response, that is, there was an increase of 11.2%; in the

RS variable, the highest percentage in the pre-test was 38.1% with a DSA

response, likewise in the post-test the signiﬁcant percentage was 44.0%,

with an increase of 5.9% in DA; with a percentage of 35.7% where the

respondents stated that they were in DSA in the pre-test, against 39.3%

in the case of the post-test, obtaining DA as an answer, an increase of 3.6

was obtained. % for the case of the EV variable; In the case of the TPACK

model, the TK variable has a signiﬁcant percentage for the pre-test test

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with 38.1% with a DA response, in the post-test test the representaꢀve

percentage was 52.4% with ADD, an increase of 14.3%; In the case of

the CK variable, 44.0% was the highest percentage with the NDA-NDS

response opꢀon, while in the post-test, 57.1% corresponded to being DA,

which means an increase of 13.1%; with a considerable percentage of

4

1.7% where the respondents stated that they were NDA-NDS, against

6.4% with a TDA response corresponding to the PK variable, 4.7% was

the increase obtained for the menꢀoned variable; In the case of the PCK

and TCK variables, the representaꢀve percentages were 35.7%, with those

evaluated being DSA in the pre-test and 54.8% with a TDA response in

the post-test, thus achieving a representaꢀve diﬀerence of 19.1%, being

the two variables with the highest percentage in the TPACK model; with

a percentage of 35.7% with an NDA-NDS response for the TPK variable

in the pre-test and 50.0% whose response was DA for the post-test, an

increase of 14.3% was obtained; As the last variable, we have TPACK with

a percentage for the pre-test of 45.2% where those evaluated stated that

they were DSA, going to 52.4% with an ADD response in the post-test,

thus achieving a diﬀerence of 7.2%.

Table 5.

Comparaꢀve Pre-test and Post-test.

81

Pre-test

Aꢆꢁꢋꢍꢃ

Post-test

Hꢌꢑꢎꢍꢃ %

Variable

% Diﬀerenꢀal

Hꢌꢑꢎꢍꢃ %

Aꢆꢁꢋꢍꢃ

AA

RS

EV

TK

CK

PK

PCK

TCK

TPK

TPACK

32,5%

38,1%

35,7%

38,1%

44,0%

41,7%

35,7%

45,2%

NDA-NDS

DSA

43,7%

44,0%

39,3%

52,4%

57,1%

46,4%

54,8%

50,0%

52,4%

DA

TDA

DA

TDA

DA

TDA

DA

11,2%

5,9%

3,6%

14,3%

13,1%

4,7%

19,1%

14,3%

7,2%

DSA

DA

NDA-NDS

DSA

NDA-NDS

DSA

TDA

Source: self made.

Cꢇꢆꢅꢏꢉꢁꢌꢇꢆꢁ

As part of the diagnosis made to the students of the ﬁrst semester

of the Spanish Language and Literature program, it was found that the

parꢀcipants present shortcomings in criꢀcal thinking in the analyze-apply,

reason-synthesize, and evaluate-validate categories.

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The online training program is a good alternaꢀve to develop acꢀviꢀes

that allow strengthening the competence in criꢀcal thinking with an

appropriate model, in this case with the TPACK approach.

The criteria requested in an online training program are strengthened

with the TPACK model using synchronous and asynchronous services

from the learning manager, improving the technological, pedagogical and

content component, strengthening criꢀcal thinking.

The variables related to apply, synthesize and validate are necessary in

the development of criꢀcal thinking.

That said, informaꢀon and communicaꢀon technologies guarantee

innovaꢀon when using pedagogical and didacꢀc strategies by the teaching

professional for the teaching-learning processes.

The integraꢀon of ICT in the classroom is the responsibility of the

professional teacher to guarantee a dynamic learning environment, with

acꢀvemethodologies;Thestudentisafundamentalactorintheapplicaꢀon

of ICT with collaboraꢀve, parꢀcipatory, invesꢀgaꢀve, communicaꢀve and

management dynamics, essenꢀal in any educaꢀonal center.

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Taking into account what was stated by Balladeres-Burgos et al., (2022)

and Cando et al., (2018) allows corroboraꢀng with the purpose of this

research, where they menꢀon that the implementaꢀon of Informaꢀon

and Communicaꢀon Technologies in the content and pedagogy allows

the development of new digital skills in professional teaching pracꢀce,

improving the teaching and learning process in students and, in turn, it

is necessary for educaꢀon centers to implement innovaꢀve models that

strengthen the teaching and learning processes of teachers and students.

In addiꢀon, structuring the TPACK model in the micro-curricular planning

of each subject that the teacher guides, thus guaranteeing signiﬁcant

learning experiences with ICT.

It is important to propose the result of the research in plans, programs

and/or strategies as part of the insꢀtuꢀonal educaꢀonal project, whose

objecꢀve is to guarantee quality in the academic training process in

accordance with the Sustainable Development Goals (SDG) as the

responsibility of each country.

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Finally, from the analysis obtained in the pre-test and post-test related

to the analyze-apply category, a representaꢀve diﬀerence of 11.2% is

evident; Similarly, for the category of technological knowledge (TK), there

is a signiﬁcant increase of 14.3%; Similarly, in the case of the categories

of pedagogical content knowledge (PCK) and technological content

knowledge (TCK), an increase of 19.1% was obtained, respecꢀvely. That

is, it allows us to sustain that the online training program with the use

of technological mediaꢀons eﬀecꢀvely strengthens criꢀcal thinking in

students.

THANKS

We thank the students of the ﬁrst semester of the bachelor’s degree

in Spanish Language and Literature of the Surcolombiana University, for

accepꢀng and parꢀcipaꢀng in the research process.

Bꢌꢀꢏꢌꢇꢑꢃꢄꢐꢎꢌꢅ ꢃꢍfꢍꢃꢍꢆꢅꢍꢁ

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