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Technological ecosystems that support people with disabilities: Multiple case studies
(Frontiers Media SA, 2021-02-25) Ramírez Montoya, María Soledad; Antón Ares, Paloma; Monzon Gonzalez, Javier; Instituto Tecnológico y de Estudios Superiores de Monterrey
Advances in technology, research development, and teaching practices have brought improvements in the training, levels of autonomy, and quality of life of people who need support and resources appropriate to their circumstances of disability. This article focuses on empirically analyzing the usefulness of treatments that have been supported by technology to answer the question “How do technological ecosystems being used help people with special educational needs?” The multiple case study methodology was used to address six categories of analysis: project data, objectives, processes, outputs and outcomes, technologies, and impact. The processes, open in communication, were characterized as transversal, ethical, and sustainable. The results yielded various technological ecosystems that support people with disabilities, deliver the help they need to improve their health, and provide enjoyable user experiences. At the same time, they promote the training and improvement of teaching methodologies and involve families in order to improve their knowledge, attitudes, and care of children, young people, and adults with functional diversity.
Research competencies to develop academic reading and writing: A systematic literature review
(Frontiers Media SA, 2021-01-18) Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Jun Zhang, Lawrence
Rationale: The development of research skills in the higher education environment is a necessity because universities must be concerned about training professionals who use the methods of science to transform reality. Furthermore, within research competencies, consideration must be given to those that allow for the development of academic reading and writing in university students since this is a field that requires considerable attention from the educational field at the higher level. Objective: This study aims to conduct a systematic review of the literature that allows the analysis of studies related to the topics of research competencies and the development of academic reading and writing. Method: The search was performed by considering the following quality criteria: (1) Is the context in which the research is conducted at higher education institutions? (2) Is the development of academic reading and writing considered? (3) Are innovation processes related to the development of academic reading and writing considered? The articles analyzed were published between 2015 and 2019. Results: Forty-two papers were considered for analysis after following the quality criterion questions. Finally, the topics addressed in the analysis were as follows: theoretical–conceptual trends in educational innovation studies, dominant trends and methodological tools, findings in research competencies for innovation in academic literacy development, types of innovations related to the development of academic reading and writing, recommendations for future studies on research competencies and for the processes of academic reading and writing and research challenges for the research competencies and academic reading and writing processes. Conclusion: It was possible to identify the absence of studies about research skills to develop academic literacy through innovative models that effectively integrate the analysis of these three elements.

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