<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000300122</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26iespecial.5359</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pódcast: una experiencia innovadora de enseñanza-aprendizaje en las personas adolescentes de secundaria de Antofagasta para reflexionar sobre sus vivencias post-COVID]]></article-title>
<article-title xml:lang="en"><![CDATA[Podcasts: An Innovative Teaching-Learning Experience for High School Students in Antofagasta to Reflect on Their Post-COVID Experiences]]></article-title>
<article-title xml:lang="pt"><![CDATA[Podcast: uma experiência inovadora de ensino-aprendizagem para pessoas adolescentes do ensino médio de Antofagasta refletirem sobre suas vivências pós-COVID]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndiz Rojas]]></surname>
<given-names><![CDATA[Heleny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Di Cintio]]></surname>
<given-names><![CDATA[Antonella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Jeldres]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Norte  ]]></institution>
<addr-line><![CDATA[Antofagasta ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>spe1</numero>
<fpage>122</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000300122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000300122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000300122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta una experiencia docente de buenas prácticas e innovación que explora el uso del pódcast como una estrategia pedagógica en el proceso de enseñanza-aprendizaje. La experiencia consistió en la creación de varios pódcast por parte de las personas estudiantes de octavo año básico de la ciudad de Antofagasta en Chile, permitiéndoles expresar sus experiencias y reflexiones tras el confinamiento por COVID-19. La metodología se implementó a través de un taller extraescolar voluntario, realizado intensivamente del 7 al 11 de noviembre de 2022. Las personas estudiantes no solo debían conocer los elementos que componen el lenguaje radial para crear pódcast, sino que también debían aprender a editar sus producciones radiofónicas, escuchar y comentar en grupo sus pódcast, con la finalidad de que pudieran comprender la utilidad de este formato en sus propios procesos. De ese modo, ellos se familiarizaron con el formato radial, crearon guiones, grabaron, editaron y escucharon sus propias producciones, que resultaron en nueve pódcast. A pesar de que los temas iniciales experimentaron variaciones, la actividad fue valorada positivamente por el estudiantado, lo que confirmó su efectividad. Por tanto, esta experiencia se convirtió en un aporte significativo para el cambio educativo, proporcionando a las personas estudiantes una nueva herramienta para producir sus propios contenidos. Lo anterior permite concluir que esta herramienta puede ser utilizada como recurso tanto por docentes como por el alumnado, a partir de un proceso de planificación didáctica. Sin embargo, es crucial tener en cuenta que los pódcast deben ser impulsados por la motivación intrínseca de las personas estudiantes, evitando una perspectiva externa y adultocéntrica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a teaching experience based on good practice and innovation that explores the use of podcasts as a pedagogical strategy in the teaching-learning process. The experience consisted of a series of podcasts created by eighth grade students from the city of Antofagasta, Chile, in which they shared their experiences and reflections after the COVID-19 confinement. The methodology was implemented during an intensive and voluntary extracurricular workshop that took place from 7 to 11 November 2022. The students learned all the elements that make up the radio language to create podcasts. They also learned how to edit their radio productions and listened to and commented on their podcasts in groups to understand the usefulness of this format in their own processes. In this way, they became familiar with the radio format, created scripts, recorded, edited and listened to their own productions. The result was nine podcasts. Although the initial topics varied, the activity was positively evaluated by the students, confirming its effectiveness. It is therefore a significant contribution to pedagogical change, providing students with a new tool to produce their own content. From this experience it can be concluded that this tool can be useful for both teachers and students, provided that it is based on a didactic planning process. It is crucial to bear in mind that the podcasts must be driven by the students&#8217; intrinsic motivation, avoiding an external and adult-centred perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta uma experiência docente de boas práticas e inovação que explora o uso de podcasts como estratégia pedagógica no processo de ensino-aprendizagem. A experiência consistiu na criação de vários podcasts por pessoas estudantes do oitavo ano da cidade de Antofagasta, no Chile, permitindo-lhes expressar as suas experiências e reflexões após o confinamento devido à COVID-19. A metodologia foi implemen- tada por meio de um workshop extracurricular voluntário, realizado de forma intensiva de 7 a 11 de novembro de 2022. As pessoas estudantes não só tiveram que conhecer os elementos que compõem a linguagem radial para criar podcasts, mas também aprender a editar as suas produções radiofônicas, ouvir e comentar seus pod- casts em grupo, para que pudessem compreender a utilidade desse formato em seus próprios processos. Dessa forma, se familiarizaram com o formato radial, criaram roteiros, gravaram, editaram e ouviram as suas próprias produções, que resultaram em nove podcasts. Embora os temas iniciais tenham sofrido variações, a atividade foi valorizada positivamente pelo estudante, o que confirmou a sua eficácia. Portanto, esta experiência tornou-se uma contribuição significativa para a mudança educativa, proporcionando às pessoas estudantes uma nova ferramenta para produzir seus próprios conteúdos. O exposto permite concluir que esta ferramenta pode ser utilizada como recurso tanto por docentes quanto pelo aluno, a partir de um processo de planejamento didático. No entanto, é fundamental ter em mente que os podcasts devem ser movidos pela motivação intrínseca das pessoas estudantes, evitando uma perspectiva externa e centrada no adulto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[radio educativa]]></kwd>
<kwd lng="es"><![CDATA[educación sobre medios de comunicación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza multimedia]]></kwd>
<kwd lng="es"><![CDATA[competencia digital]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[Educational Radio]]></kwd>
<kwd lng="en"><![CDATA[Media Education]]></kwd>
<kwd lng="en"><![CDATA[Multimedia Education]]></kwd>
<kwd lng="en"><![CDATA[Digital Literacy]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="pt"><![CDATA[rádio educativa]]></kwd>
<kwd lng="pt"><![CDATA[educação em meios de comunicação]]></kwd>
<kwd lng="pt"><![CDATA[ensino multimídia]]></kwd>
<kwd lng="pt"><![CDATA[competência digi- tal]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educativa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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