Herramientas tecnológicas para la eficiencia en la gestión de proyectos académicos

María Luisa López-Roa; Iván Guadalupe Valenzuela-Polanco; Rigoberto Reyes-Valenzuela; Mariel Hurtado Parra; Cinthia Yuriana García Cabanillas

doi:10.61273/neyart.v2i4.72

Authors

María Luisa López-Roa National Technological Institute of Mexico https://orcid.org/0009-0003-9501-0470
Iván Guadalupe Valenzuela-Polanco National Technological Institute of Mexico https://orcid.org/0009-0002-1016-591X
Rigoberto Reyes-Valenzuela National Technological Institute of Mexico https://orcid.org/0000-0002-8570-8563
Mariel Hurtado Parra National Technological Institute of Mexico https://orcid.org/0009-0006-6635-7573
Cinthia Yuriana García Cabanillas National Technological Institute of Mexico https://orcid.org/0009-0007-7511-6779

DOI:

https://doi.org/10.61273/neyart.v2i4.72

Keywords:

Educational management, teaching projects, task management,, process automation, education

Abstract

The article examined the efficient management of academic projects, identifying challenges such as the diversity of activities and limited resources. To address this issue, the use of technological tools such as Microsoft Planner, Trello and Task by Google were proposed. Research was conducted at ITVY, where the effectiveness of these tools was evaluated through a mixed approach combining qualitative and quantitative elements. Surveys and interviews were conducted with academic and administrative staff to understand their experiences and preferences in project management. The results highlighted the need to adopt specialized technological tools and provide adequate training to improve efficiency and effectiveness in project management in educational settings.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Cohen, D. (2013). Managing effective educational projects. Routledge.

García, J., & Martínez, L. (2020). Utilización de Task de Google en entornos educativos: un análisis de sus beneficios y desafíos. Revista de Tecnología Educativa, 15(2), 45-58.

García, M. (2017). Challenges in project management in academic environments. Journal of Educational Leadership. Management, and Administration, 45(2), 123-137. DOI: https://doi.org/10.1177/1741143215578449

Gartner. (2020). Magic Quadrant for Project Management Tools. Recuperado de [URL].

González, A. (2018). Dynamics and challenges of project management in academic environments. Educational Project Management Journal, 12(3), 45-58.

Jiménez, A., & Gómez, M. (2018). Experiencias de éxito con Trello en la gestión de proyectos educativos. Revista de Innovación Educativa, 10(3), 112-125.

López, M. (2020). Dirección y gestión de proyectos. Perspectiva ética. Universidad EAN

Microsoft. (2020). Microsoft Planner. Microsoft.

Morales, L. (2023). La gestión de proyectos ¿Cómo mejorar la calidad de la educación turística? UNESUM-Ciencias. Revista Científica Multidisciplinaria, 7(3), 67-75. DOI: https://doi.org/10.47230/unesum-ciencias.v7.n3.2023.67-75

Pérez, J., Gómez, M., & Sánchez, L. (2021). Tendencias en la gestión de proyectos en organizaciones del sector tecnológico. Revista de Gestión de Proyectos, 15(2), 45-60.

Ramírez, A. (2022). Metodología para un sistema organizador de requerimientos para la gestión de proyectos académicos en convocatorias de investigación. South Florida Journal of Development, 3(4), 5109-5131. DOI: https://doi.org/10.46932/sfjdv3n4-081

Smith, J., Johnson, L., & Williams, R. (2018). Implementing technology solutions for project management in education. International Journal of Educational Technology, 12(3), 45-58.

Smith, R., et al. (2019). Enhancing Team Productivity in Education: A Case Study on Trello Implementation. Journal of Educational Technology, 25(4), 567-581.

Universidad de Harvard. (2019). Caso de estudio: Implementación de Microsoft Planner para la gestión de proyectos de investigación en el Departamento de Ciencias Sociales. Harvard Business Review, 7(3), 102-115.

Universidad de Stanford. (2017). Task de Google: Un recurso efectivo para la colaboración en proyectos académicos. Stanford Educational Review, 12(2), 78-91.