Tesis Sandra Mosquera

Referencias sugeridas - Sandra Mosquera

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Referencias sugeridas — Sandra Mosquera

Verificadas contra OpenAlex/Crossref/Consensus el 2026-07-04. Prioridad: sustituir las 4 referencias inválidas detectadas en el Diagnóstico - Sandra Mosquera.

Eje 1 · TPACK + IA (imprescindibles para su aporte teórico)

  1. Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468 — 780+ citas. La extensión del TPACK hacia la IA ya publicada: su modelo debe posicionarse frente a esta.
  2. Ning, Y., Zhang, C., Xu, B., & Zhou, Y. (2024). Teachers’ AI-TPACK: Exploring the relationship between knowledge elements. Sustainability, 16(3), 978. https://doi.org/10.3390/su16030978
  3. Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66. https://doi.org/10.1007/s11528-022-00715-y

Eje 2 · IA + TDAH / necesidades educativas específicas (sustitutas directas de las citas inválidas)

  1. Amouri, H., Haroud, S., Ouchaouka, L., & Saqri, N. (2025). Acceptability of artificial intelligence in inclusive education: A TAM2-based study among preservice teachers [contexto TDAH]. Frontiers in Artificial Intelligence. Consensus
  2. Rapti, K. (2023). The use of artificial intelligence during the educational process for students with ADHD. World Journal of Biology Pharmacy and Health Sciences. Consensus
  3. Viana Romano, S. M. et al. (2026). Inteligência artificial e educação inclusiva: implicações pedagógicas do uso de algoritmos no atendimento educacional a estudantes com TDAH. International Integralize Scientific. Consensus — revisión de 24 estudios 2021-2025; sustituye la cita fabricada “Redalyc (2024)”.
  4. Hussein, E. et al. (2025). Investigation into the applications of artificial intelligence in special education: A literature review. Social Sciences. Consensus
  5. Deckker, D. et al. (2025). Systematic review on AI in special education: Enhancing learning for neurodiverse students. EPRA IJMR. Consensus
  6. Ochoa Barrera, M. N. et al. (2025). Artificial intelligence to strengthen pedagogical support for students with learning disorders. Prisma Journal. Consensus
  7. Salas-Pilco, S. Z., Xiao, K., & Oshima, J. (2022). Artificial intelligence and new technologies in inclusive education for minority students: A systematic review. Sustainability, 14(20). https://doi.org/10.3390/su142013572

Eje 3 · Formación docente en IA (competencias, alfabetización)

  1. Ng, D. T. K., Leung, J. K. L., Su, J., & Ng, C. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71. https://doi.org/10.1007/s11423-023-10203-6
  2. Sperling, K., Stenberg, C.-J., McGrath, C., & Åkerfeldt, A. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6. https://doi.org/10.1016/j.caeo.2024.100169
  3. Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2022). Artificial intelligence and learning analytics in teacher education: A systematic review. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080569
  4. Zhang, J. et al. (2024). AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning. Consensus

Eje 4 · Ética de la IA educativa (corregir y reforzar)

  1. Holmes, W., & Porayska-Pomsta, K. (Eds.) (2022). The Ethics of Artificial Intelligence in Education: Practices, Challenges, and Debates. Routledge. https://doi.org/10.4324/9780429329067 — corrección de la cita errada del documento actual.
  2. Holmes, W., Porayska-Pomsta, K., Holstein, K. et al. (2021). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 32. https://doi.org/10.1007/s40593-021-00239-1
  3. Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B.-P. T. (2022). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28. https://doi.org/10.1007/s10639-022-11316-w
  4. Bulathwela, S. et al. (2024). Artificial intelligence alone will not democratise education: On educational inequality, techno-solutionism and inclusive tools. Sustainability, 16(2). https://doi.org/10.3390/su16020781 — contrapeso crítico, encaja con su apartado de “agencia humana”. (Verificar DOI exacto en la descarga.)

Eje 5 · TDAH educativo (ya verificadas del documento, completar datos)

  1. Gallardo Herrerías, J. C., & Luque De La Rosa, A. (2025). La educación inclusiva del alumnado con TDAH: una revisión sistemática. Siglo Cero. https://doi.org/10.14201/scero.32381 ✅
  2. Faraone, S. V. et al. (2021). The World Federation of ADHD International Consensus Statement. Neuroscience & Biobehavioral Reviews, 128. https://doi.org/10.1016/j.neubiorev.2021.01.022 — respaldo epidemiológico sólido para la introducción.

Correcciones puntuales

  • UNESCO (2024). AI competency framework for teachers. París: UNESCO. (El documento la cita como 2023 → corregir.)
  • “Ciencia Latina (2024)” y “Torres (2026)”: eliminar; los hallazgos que sostienen se cubren con las referencias 4-9.

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