Abstract:La revolución digital ha moldeado nuevas prácticas de comunicación y de producción del conocimiento. Desde ahí han surgido conceptualizaciones emergentes sobre literacidad que intentan dar respuesta a la pregunta sobre qué significa estar alfabetizado en un mundo digital. El presente estudio explora dichas problemáticas considerando el enfoque de nuevas literacidades, de modelos culturales docentes y sus prácticas en el día a día. La investigación se sitúa en el contexto educacional chileno y utiliza una metod… Show more
“…Interestingly, technology did not seem to be what prevented changes to happen, but more so a view of technology integration focused mainly on access and using technology as a substitution tool. This is in line with literature on technology integration in the classroom in Chile which also suggest that teachers' professional development and preservice teacher education may need to more strongly address changes in meaning making processes in the digital age (Charbonneau-Gowdy, 2015;Claro et al, 2013;Hepp et al, 2017;Thibaut, 2020).…”
Section: Resultssupporting
confidence: 73%
“…The few available studies show a slow transition from access and infrastructure to students' learning outcomes and skills acquisition (Cabello and Claro, 2017b;Cordero et al, 2014;Hepp et al, 2013). Although initiatives such as "Agenda Digital" or the implementation of national standards on digital skills, over a decade ago, attempted to implement changes (Mineduc, 2017), research shows that technology is not being integrated effectively in Chilean school classrooms (Hepp et al, 2017;Thibaut, 2020).…”
Section: Digital Divides and Literacy Affordancesmentioning
Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.
“…Interestingly, technology did not seem to be what prevented changes to happen, but more so a view of technology integration focused mainly on access and using technology as a substitution tool. This is in line with literature on technology integration in the classroom in Chile which also suggest that teachers' professional development and preservice teacher education may need to more strongly address changes in meaning making processes in the digital age (Charbonneau-Gowdy, 2015;Claro et al, 2013;Hepp et al, 2017;Thibaut, 2020).…”
Section: Resultssupporting
confidence: 73%
“…The few available studies show a slow transition from access and infrastructure to students' learning outcomes and skills acquisition (Cabello and Claro, 2017b;Cordero et al, 2014;Hepp et al, 2013). Although initiatives such as "Agenda Digital" or the implementation of national standards on digital skills, over a decade ago, attempted to implement changes (Mineduc, 2017), research shows that technology is not being integrated effectively in Chilean school classrooms (Hepp et al, 2017;Thibaut, 2020).…”
Section: Digital Divides and Literacy Affordancesmentioning
Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.
“…We identified several exploratory educational studies carried out by means of surveys and questionnaires directed at primary, secondary, and tertiary education teachers (PERROTTA; BOHAN, 2020;GUDMUNDSDOTTIR;HATHAWAY, 2020;FARDOUN et al, 2020;GUILLÉN SÁNCHEZ et al, 2020;MARTÍNEZ-GARCÉS;GARCÉS-FUENMAYOR, 2020;MALDONADO GÓMEZ et al, 2020;SGRECCIA;CIRELLI, 2020;THIBAUT, 2020;TRUST;WHALEN, 2020). These studies sought to identify, describe, and explore teachers' perceptions, experiences, problems, difficulties, or abilities to assess their readiness for online or virtual teaching practice, and for the shift from face-to-face to remote teaching.…”
This paper presents the most relevant results from a follow-up questionnaire applied to a sample of professors from the largest public university in Mexico — the National Autonomous University of Mexico (UNAM). It further investigates the issues identified by a questionnaire applied at the start of the pandemic (whose results were also published), sending a follow-up questionnaire to the university faculty months later. The research sought to identify and describe the opinions, experiences, characteristics, and conditions in which these professors had to switch to remote teaching using technological tools during the pandemic. Data were collected by an exploratory online survey with Likert-type multiple choice and open questions applied to a non-random sample of 513 professors at UNAM. Results show that 43% of the participants considered the quality of remote teaching to be equal to classroom teaching, 23% reported an improvement, and 34% stated that it was worse. Most respondents said they spent an average of 1 to 10 hours per week on teaching activities, with assessing and providing feedback on student assignments being the most time-consuming. Clearly, the experiences and teaching activities of university professors are changing as the pandemic continues. Post-pandemic times will require a more compelling answer from higher education institutions regarding the social inequalities generated by the pandemic.
“…La cuarta característica que se identifica es la innovación pedagógica, la cual ha sido asumida por las instituciones educativas para garantizar competencias tecnológicas en su personal (Zárate, Gurieva & Jiménez, 2020;Cabero-Almenara & Romero-Tena, 2020, para lograrlo se requiere de profesores proactivos (Moreno, Fernández & Godino, 2020), cuya formación ética sea ejercida en su vida profesional (Muñoz & Soto, 2020;Thibaut, 2020;Cabello, Ochoa & Felmer, 2020), a través de un nuevo contrato de trabajo (Grandede-Prado, Cañón-Rodríguez & García-Martín, 2020).…”
Section: Características Del Docente Ante La Virtualidad De La Educaciónunclassified
El objetivo de la presente investigación consistió en analizar las condiciones laborales de universidades peruanas, ante la virtualidad de la educación en el contexto de la pandemia COVID-19. La metodología utilizada se desarrolló desde el enfoque cuantitativo, diseño no experimental, tipo descriptivo, paradigma positivista y método analítico. El instrumento fue aplicado a 235 docentes con vínculo laboral vigente en universidades peruanas. Los resultados expresan que a partir de los indicadores virtualidad de la enseñanza, ciberconviencia, competencias digitales y derechos laborales podría ser factible establecer nuevas condiciones laborales derivadas de la contratación docente en el actual contexto. Se concluyó que los docentes universitarios peruanos contratados que interactúan por la virtualidad de la educación conservan las condiciones laborales existentes antes la pandemia vigente, situación debe ser actualizada.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.