Recursos tecnológicos para el aprendizaje de estudiantes con dificultades de atención del Subnivel de Educación General Básica Superior
Due to the pandemic, the institutions had to organize classes online; teachers faced the challenge of applying their digital competencies; and families had to provide themselves with equipment and Internet access. The health emergency had as a consequence a significant impact on the quality of educa...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Ecuador |
| Institución: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Repositorio Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:localhost:44000/6373 |
| Acceso en línea: | http://repositorio.ulvr.edu.ec/handle/44000/6373 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizaje Estudiante Rendimiento académico Tecnología educacional |
| Sumario: | Due to the pandemic, the institutions had to organize classes online; teachers faced the challenge of applying their digital competencies; and families had to provide themselves with equipment and Internet access. The health emergency had as a consequence a significant impact on the quality of education in Ecuador. The attention difficulties in students emerged due to the drastic change in the learning modality type, the distractions due to the use of technology without supervision and the insufficient use of technological resources in the classroom when student came back to the classroom. The purpose of this study is to identify the contribution of technological resources in the learning process of students with attention difficulties of the sublevel of Superior Basic General Education (EGB Superior, as in Spanish) of the UEF Clemente Yerovi Indaburu. Those students presented difficulties concentrating on the instructions given in the classroom, making mistakes or forgetting to perform tasks, or leaving them incomplete, in addition to a disorganized behavior, problems managing a schedule and recalling basic information quickly. This is a descriptive study, and the analytical-synthetic and inductive methods were used. It had a mixed approach, and data was collected through the application of the observation, interview, survey and test techniques. The results made it possible to confirm an important contribution of technological resources to improve this problem and allowed to propose the design of a guide including these resources to enhance the learning of EGB students with attention difficulties. |
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