Enseñar y aprender en la era digital. : Uso y apropiación de las TIC en una escuela pública de la Patagonia Austral
This article partially exposes the results of two research works that share an interest in knowing the characteristics of pedagogical work with Information and Communication Technologies (ICT) in the socio-institutional scenario of primaryschool, taking the case of what happens in a public school lo...
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| Autores principales: | , , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2022
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6153 |
| Sumario: | This article partially exposes the results of two research works that share an interest in knowing the characteristics of pedagogical work with Information and Communication Technologies (ICT) in the socio-institutional scenario of primaryschool, taking the case of what happens in a public school located in Southern Patagonia, prior to the context that determined the COVID19 Pandemic. While one of the inquiries focuses on the interest in learning, the modes of appropriation of ICT by students and their perspective around them, the second of the inquiries presented questions the uses of ICT by teachers in their teaching proposals.
With a methodological strategy that combined quantitative and qualitative methodology instruments, both investigations entailed a diagnostic study -based on which intervention strategies were proposed (whose results are not part of this presentation)- that contributes to the understanding of the conditions and meanings at stake in decisions related to the uses (or not) of ICT in the preparation and implementation of pedagogical proposals (by teachers) and in activities related to school learning (by students), in the case studied.
While the processing of the information occurred during the period of Preventive and Compulsory Social Isolation established during the Covid-19 Pandemic, the conclusions and final reflections incorporate a set of considerations resulting fromthe reconfiguration of the school space in the aforementioned circumstances. Thus, empirical evidence is retrieved that aims to shed light on what could be considered some starting conditions (pre-pandemic) on which the pedagogical work was based at the time of interruption of attendance in schools in the year2020 and pretending to make a contribution to the understanding of the characteristics that are shaping the practices in the new educational scenarios around the ways of teaching and learning with digital technologies. |
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