Imagen de Portada

COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional

 Based on an online survey conducted in April/May 2020, this article analyses the pedagogical strategies using ICT that were applied by secondary school teachers in the province of Buenos Aires at the beginning of the lockdown caused by the COVID-19 pandemic. We examine the relationship bet...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores Principales: Dabenigno , Valeria, Freytes Frey , Ada, Meo , Analía Inés
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2021
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733
id oai:bibliotecavirtual.unl.edu.ar:article-10733
recordtype dspace
spelling oai:bibliotecavirtual.unl.edu.ar:article-107332021-12-10T15:57:53Z COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional COVID-19 and ICT: pedagogical strategies and educational inequalities from an institutional perspective Dabenigno , Valeria Freytes Frey , Ada Meo , Analía Inés  Based on an online survey conducted in April/May 2020, this article analyses the pedagogical strategies using ICT that were applied by secondary school teachers in the province of Buenos Aires at the beginning of the lockdown caused by the COVID-19 pandemic. We examine the relationship between these strategies and educational inequalities, considering both macro/structural variables (school management and students’ socioeconomic level) and meso-social variables (school reputation, degree of ICT use at institutional level, and institutional responses to demands for pedagogical continuity). First, we depict how schools were using ICT before the pandemic, since this provides unequal starting points to produce a response to pedagogical continuity policies, which were interpreted as a forced virtualization of teaching. Secondly, we examine different facets of teachers’ pedagogical strategies, such as frequency of assignments, the means used to do so, and the aims of teachers’ online interactions with students. Finally, we explore teachers’ perceptions of their students’ difficulties to deal with the proposed educational tasks and activities. A partir de datos de una encuesta en línea aplicada en abril/mayo 2020, este artículo analiza las estrategias y formas de trabajo pedagógico con TIC desarrolladas por los docentes de nivel secundario de la Provincia de Buenos Aires en los inicios del aislamiento social preventivo y obligatorio (ASPO) generado por el COVID-19. Nos preguntamos cómo se relacionan dichas estrategias con las desigualdades que atraviesan el sistema educativo bonaerense, tanto las de nivel estructural (sector de gestión y nivel socioeconómico del alumnado) como otras de nivel meso-social, que dan lugar a diferentes configuraciones institucionales (el prestigio de la escuela, la tradición previa de uso de TIC, y las orientaciones institucionales). Describimos en primer lugar la experiencia con las TIC en las escuelas antes de la pandemia, en tanto constituyen puntos de partida diferenciales para responder a la política de continuidad pedagógica -interpretada como virtualización de la enseñanza-. Posteriormente, examinamos distintos aspectos de las estrategias pedagógicas, tales como la frecuencia de envío de tareas, el tipo de medio utilizado y los propósitos de las comunicaciones con estudiantes. Finalmente, analizamos las percepciones de los docentes acerca de las dificultades de sus estudiantes para realizar las tareas y actividades educativas propuestas. Universidad Nacional del Litoral 2021-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo Artículos de investigación evaluados por doble ciego Research articles evaluated by double blind application/pdf text/html text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733 10.14409/ie.2021.14.e0004 Itinerarios Educativos; Núm. 14 (2021): Itinerarios Educativos; e0004 Itinerarios Educativos; No 14 (2021): Itinerarios Educativos; e0004 Itinerarios Educativos; n. 14 (2021): Itinerarios Educativos; e0004 2362-5554 1850-3853 10.14409/ie.2021.14 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733/14265 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733/14266 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733/14267 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733/14268 info:eu-repo/semantics/openAccess Derechos de autor 2021 Itinerarios Educativos
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description  Based on an online survey conducted in April/May 2020, this article analyses the pedagogical strategies using ICT that were applied by secondary school teachers in the province of Buenos Aires at the beginning of the lockdown caused by the COVID-19 pandemic. We examine the relationship between these strategies and educational inequalities, considering both macro/structural variables (school management and students’ socioeconomic level) and meso-social variables (school reputation, degree of ICT use at institutional level, and institutional responses to demands for pedagogical continuity). First, we depict how schools were using ICT before the pandemic, since this provides unequal starting points to produce a response to pedagogical continuity policies, which were interpreted as a forced virtualization of teaching. Secondly, we examine different facets of teachers’ pedagogical strategies, such as frequency of assignments, the means used to do so, and the aims of teachers’ online interactions with students. Finally, we explore teachers’ perceptions of their students’ difficulties to deal with the proposed educational tasks and activities.
author Dabenigno , Valeria
Freytes Frey , Ada
Meo , Analía Inés
spellingShingle Dabenigno , Valeria
Freytes Frey , Ada
Meo , Analía Inés
COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional
author_facet Dabenigno , Valeria
Freytes Frey , Ada
Meo , Analía Inés
author_sort Dabenigno , Valeria
title COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional
title_short COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional
title_full COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional
title_fullStr COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional
title_full_unstemmed COVID-19 y TIC: estrategias pedagógicas y desigualdades educativas en clave institucional
title_sort covid-19 y tic: estrategias pedagógicas y desigualdades educativas en clave institucional
publisher Universidad Nacional del Litoral
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10733
_version_ 1719050409763405824
score 11.8626

Ejemplares similares