Tecnología educativa ‘introducida’ por la pandemia COVID-19

Iva Koutska

doi:10.24310/innoeduca.2023.v9i2.15481

Autores/as

Iva Koutska Technical University Liberec, Chequia https://orcid.org/0000-0001-8909-9913

DOI:

https://doi.org/10.24310/innoeduca.2023.v9i2.15481

Palabras clave:

comunicación asincrónica, comunicación sincrónica, educación a distancia, tecnología educacional, pandemia

Resumen

Vinculado al intento de la sociedad de ajustarse a la pandemia de la Covid-19, han surgido nuevos retos en todas las esferas de la vida. La presión de adaptar la labor educativa en una sociedad con restricciones fue, mayoritariamente, tarea del personal docente. El objetivo del presente artículo es realizar una trasferencia positiva del conocimiento de la tecnología educativa, tanto dentro como fuera de los tiempos de la pandemia. El artículo presenta dos análisis cualitativos sobre la preferencia de la tecnología por parte de los docentes. El primero se basa en la interpretación de los datos recogidos, sometidos a cálculo cuantitativo con el software EXCEL, para conseguir las frecuencias de uso de una u otra tecnología.
El segundo análisis interpreta la tecnología por grupos temáticos, basados en su función. El estudio muestra que la educación/enseñanza a distancia ha pasado por muchos cambios causados por la pandemia. La tecnología ayudó a la educación/enseñanza a continuar a pesar de la pérdida de lo físico, y la tecnología educativa, especialmente las soluciones basadas en páginas web, han facilitado a los docentes el camino a seguir para mantener y mejorar la calidad del mismo proceso educativo. Comparando con el pasado durante el cual los instrumentos de educación a distancia se habían utilizado asincrónicamente, la pandemia ha posibilitado el uso de posibilidades interactivas y portátiles más colaborativa y comunicativas. También ha incrementado la variedad de los propios instrumentos. Ahora existe más de una solución para cubrir la misma o parecida función. El artículo trabaja una extensa cantidad de datos para responder la pregunta “¿qué tecnología educacional empleas?”. Las respuestas las facilitaron profesores, maestros, entrenadores, estudiantes y otras personas interesadas, todo ello para poder ofrecer luego sugerencias para la práctica de una enseñanza más global.

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