Este artículo describe un diseño metodológico mixto, propuesto para analizar el uso de los medios digitales de educomunicación (MDE) en la educación superior de México. Tal diseño busca proveer elementos para analizar cómo los docentes perciben el uso de la tecnología en el aula, al sugerir el empleo de dos etapas de recolección de datos: primero, empleando una encuesta con preguntas de selección múltiple, jerarquización y ponderación, así como de escala de tipo Likert y diferencial semántico; la segunda etapa implica entrevistas a profundidad con los docentes seleccionados según su tiempo trabajando como educadores y el que llevan usando los MDE. En la instrumentalización de esta propuesta metodológica se verificaría la dependencia y aceptación tecnológica del docente, además se podrá llegar a una serie de generalidades en el proceso de enseñanza en ramas del conocimiento específico y características personales de los docentes; también se podrá ubicar cuáles MDE coinciden con el modelo de aceptación tecnológica y cuáles se alejan más de sus postulados, así como indagar sobre las percepciones de los docentes respecto a la eficacia y gusto de los MDE al momento de impartir sus clases.
En este trabajo analizamos el uso de los medios digitales de educomunicación (MDE) por docentes de educación superior. Los MDE refieren al uso de tecnologías de información y comunicación (TIC) para enriquecer las actividades educativas. Aquí destacamos los efectos de la pandemia en el uso de los MDE, según los resultados de entrevistas realizadas en línea a diez docentes de dos facultades, Ingeniería y Filosofía y Letras, de dos universidades, la Universidad Autónoma de Chihuahua (UACH) y la Universidad Nacional Autónoma de México (UNAM)
This article analyzes the educational use of digital educommunication media (DEM) by four groups of professors working at the faculties of Philosophy and Letters and of Engineering at the Autonomous University of Chihuahua (UACH) and at the National Autonomous University of Mexico (UNAM). Seven hypotheses and three research questions were posed, which were related to the use of DEM (specifically: images, animations, and video; presentations (PowerPoint/Prezi); digital texts; the Cloud; social media/instant messaging; and email), their qualities and the differences regarding their use, among the different groups studied. A two-phase mixed-methods explanatory sequential approach was employed, with a first phase of quantitative data collection and a second qualitative phase. A stratified sample of 177 professors was selected, which was distributed proportionally between the two selected faculties and universities. All professors completed a 144-item questionnaire in the first phase, and on the basis of their answers, ten professors were selected to be interviewed in the second phase, to ensure the diversity of the interviewed group in terms of sex, age, faculty, and educational level at which they teach, as well as their teaching experience and experience in the use of DEM. Among the results, we found that: a) the choice between using DEM or traditional media in class was not determined by teachers’ perception about their students’ learning with technology; b) the characteristics of each DEM determined its use, but the use of a given DEM was not related to the activities that it could enable; c) the professors exclusively teaching in graduate programs, the younger ones, those from UNAM, or those of Engineering did not present significant differences to their counterparts in terms of their use and assessment of DEM; and d) the qualitative data reaffirmed these trends and helped typify the challenges and opportunities of using DEM, particularly those that arose from the period of the exclusively online education model that was adopted owing to the COVID-19 pandemic.
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