Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic
The Covid-19 pandemic led to the suspension of face-to-face classes. The country's limited resources and capacities to generate non-face-to-face education processes, educational inequality and the digital divide posed challenges to the continuity of education using ICTs. The objective of the st...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Ecuador |
| Institución: | Universidad Central del Ecuador |
| Repositorio: | Revista Cátedra |
| Idioma: | español |
| OAI Identifier: | oai:revistadigital.uce.edu.ec:article/2940 |
| Acceso en línea: | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940 |
| Access Level: | acceso abierto |
| Palabra clave: | apropiación capital tecnológico competencias incorporado institucionalizado objetivado appropriation technological capital competencies embedded institutionalized objectified |
| Sumario: | The Covid-19 pandemic led to the suspension of face-to-face classes. The country's limited resources and capacities to generate non-face-to-face education processes, educational inequality and the digital divide posed challenges to the continuity of education using ICTs. The objective of the study was to analyze the forms and levels of appropriation of technological capital in its state: objectified, incorporated and institutionalized, and its application in the teaching-learning process. The research has a quantitative approach and was conducted in the Educational Units: Abdón Calderón, Alto Cenepa and Rafael Alvarado (Quito-Ecuador) from September 2020 to January 2021. The data collection method was the survey. The 38-question questionnaire was applied to 109 teachers. The results showed that the mean of teachers' embodied technological capital is 11.1 % Advanced, 20.4 % Intermediate, 21.8 % Medium, 27.1 % Basic and 13.1 % Null. In the last 6 months prior to the study, 72 % of teachers received a training certificate on digital competencies. The dominant forms of objectified capital are laptop and smartphone. 35.8 % from 10 to 20 megabytes, 34.9 % from 1.5 to 5 megabytes and 22.9 % from 30 to 40 megabytes of internet speed. Education is a responsibility of the State and it must allocate the necessary resources to provide teachers with technological tools, train them and certify them in the use of ICTs free of charge, permanently and in a timely manner. |
|---|