Educational Technology Research Group

The Educational Technology Research Group aims to contribute in two complementary dimensions: on the one hand, it seeks to enhance the university’s own educational practices through research focused on higher education and digital technologies; on the other hand, it strives to strengthen the broader educational system by training highly specialized human resources and producing rigorous knowledge on the integration of technologies into educational practices and teacher training.

Teachers’ specialized knowledge for teaching with technology.
Technology-mediated learning assessment.
Higher education in hybrid and virtual environments.
STEAM education.
Gamification in education.
Teacher competencies for the digital world.
Educational policies and digital transformation in higher education.
Open higher education for the common good.

Technological innovations to enhance experimental practices in STEAM education
Participants: UTEC, CFE-ANEP, UBA

Digital Transformation from the Common Good: Advancing Education and Open Science in Ibero-American Higher Education Institutions
Participants: University of Santiago de Compostela (Spain), UTEC
Funding: Erasmus+ Programme (European Union)

Digital Transformation for Innovation in Research: Building Global Capacities in Open Science and Education
Participants: UTEC
Funding: OEI

Initial Teacher Training Mediated by Generative Artificial Intelligence
Participants: UTEC, Johannes Kepler University (Austria), Hacettepe University (Turkey)

Maker Education, Environmental Sustainability, and Emerging Technologies
Participants: Federal Institute of Science and Technology of Rio Grande do Sul (Brazil), UTEC

STEAM Education Mediated by Technology
Participants: UTEC

Teacher Training for the Use of Artificial Intelligence Technologies in Education: A Focus on Digital Competences.
Participants: UTEC, Universidade Federal do Rio Grande do Sul (UFRGS, Brazil), University of Riverside, California (USA), Escola de Guerra Naval do Rio de Janeiro (Brazil), Instituto Federal de Santa Catarina (Brazil)

Teaching competencies for the use of artificial intelligence.

STEM Education from Communities, Territories, and Latin American Identities
Participants: UTEC, CFE, Autonomous University of San Luis Potosí (Mexico)

da Rosa Suárez, G.G., Behar, P.A., da Silva, K.K.A. (2025). Pedagogical Model for Teacher Training Courses: Developing Teaching Competencies for Hybrid Modality. In: Lliteras, A.B., Sprock, A.S., Agredo-Delgado, V. (eds) Proceedings of the 19th Latin American Conference on Learning Technologies (LACLO 2024). LACLO 2024. Lecture Notes in Educational Technology. Springer, Singapore.

da_Rosa_Suárez G., Behar P., & Silva K. (2025) Pedagogical Model MP_CompDocHibrid: A Focus on Building Teaching Competencies for Hybrid Instruction in Initial Teacher Training ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 385-392).

Marsicano, I. (2019). Use of Graded Scales for Self-Assessment and Peer-Assessment: A Classroom Experience in Higher Virtual Education. Revista Infancia, Educación y Aprendizaje, 5(2), pp. 143–147.

Tejera, M., Galiç, S., & Lavicza, Z. (2025). 3D Modelling and Printing in Teacher Education: A Systematic Literature Review. Journal for STEM Education Research.

Ulbrich, E., Tejera, M., Schmid, A., Sabitzer, B., & Lavicza, Z. (2025). Fostering the Four C’s: A Gendered Perspective on Technology Use in STEAM Education. Education Sciences, 15(5), 528.

Educational Technology Research Group

Añón, Patricia

Da Rosa, Gabriela

González, Ana

Marsicano, Ivana

Parodi, Sebastián

Perrone, Verónica

Rasnik, Sofía

Russo, Cecilia

Tejera, Mathías

Contact