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 |
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Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic Apropiación del Capital Tecnológico de los docentes durante la pandemia de Covid-19 |
| title |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic |
| spellingShingle |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic Ponce-Tituaña, Lizbeth apropiación capital tecnológico competencias incorporado institucionalizado objetivado appropriation technological capital competencies embedded institutionalized objectified |
| title_short |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic |
| title_full |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic |
| title_fullStr |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic |
| title_full_unstemmed |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic |
| title_sort |
Teachers’ Appropriation of Technological Capital during the Covid-19 pandemic |
| dc.creator.none.fl_str_mv |
Ponce-Tituaña, Lizbeth Lucio-Paredes, Alex |
| author |
Ponce-Tituaña, Lizbeth |
| author_facet |
Ponce-Tituaña, Lizbeth Lucio-Paredes, Alex |
| author_role |
author |
| author2 |
Lucio-Paredes, Alex |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
apropiación capital tecnológico competencias incorporado institucionalizado objetivado appropriation technological capital competencies embedded institutionalized objectified |
| topic |
apropiación capital tecnológico competencias incorporado institucionalizado objetivado appropriation technological capital competencies embedded institutionalized objectified |
| description |
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. |
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2021 |
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2021-05-26 |
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https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940 10.29166/catedra.v4i2.2940 |
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https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940 |
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10.29166/catedra.v4i2.2940 |
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https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3630 https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3631 https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3632 https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3633 |
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Derechos de autor 2021 Cátedra info:eu-repo/semantics/openAccess |
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Derechos de autor 2021 Cátedra |
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Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador |
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Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador |
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Cátedra; Vol. 4 No. 2 (2021): Revista Cátedra; 18-38 Cátedra; Vol. 4 Núm. 2 (2021): Revista Cátedra; 18-38 2631-2875 reponame:Revista Cátedra instname:Universidad Central del Ecuador instacron:UCE |
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Teachers’ Appropriation of Technological Capital during the Covid-19 pandemicApropiación del Capital Tecnológico de los docentes durante la pandemia de Covid-19Ponce-Tituaña, LizbethLucio-Paredes, Alexapropiacióncapital tecnológicocompetenciasincorporadoinstitucionalizadoobjetivadoappropriationtechnological capitalcompetenciesembeddedinstitutionalizedobjectifiedThe 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.La pandemia de Covid-19 provocó la suspensión de clases presenciales. Los limitados recursos y capacidades del país para generar procesos de educación no presencial, la desigualdad educativa y la brecha digital, marcó desafíos para dar continuidad a la educación utilizando las TIC. El estudio tuvo como objetivo analizar las formas y niveles de apropiación de Capital Tecnológico en su estado: objetivado, incorporado e institucionalizado y su aplicación en el proceso de enseñanza-aprendizaje. La investigación es de enfoque cuantitativo y se realizó en las Unidades Educativas: Abdón Calderón, Alto Cenepa y Rafael Alvarado (Quito-Ecuador) desde septiembre de 2020 a enero de 2021. El método de recolección de datos fue la encuesta. El cuestionario de 38 preguntas se aplicó a 109 docentes. Los resultados demostraron que la media del capital tecnológico incorporado de los docentes es 11,1 % Avanzado, 20,4 % Intermedio, 21,8 % Medio, 27,1 % Básico, y un 13,1 % Nulo. En los últimos 6 meses previos al estudio, el 72 % de docentes recibió un certificado de capacitación sobre competencias digitales. Las formas dominantes de capital objetivado son laptop y smartphone. El 35,8 % de 10 a 20 megabytes, el 34,9 % de 1.5 a 5 megabytes y el 22,9 % de 30 a 40 megabytes en la velocidad de internet. La educación es una responsabilidad del Estado, y debe destinar los recursos necesarios para dotar a los docentes de herramientas tecnológicas, capacitarlos y certificarlos en el uso de las TIC de forma gratuita, permanente y oportuna.Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador2021-05-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/zipapplication/ziphttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/294010.29166/catedra.v4i2.2940Cátedra; Vol. 4 No. 2 (2021): Revista Cátedra; 18-38Cátedra; Vol. 4 Núm. 2 (2021): Revista Cátedra; 18-382631-2875reponame:Revista Cátedrainstname:Universidad Central del Ecuadorinstacron:UCEspahttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3630https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3631https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3632https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2940/3633Derechos de autor 2021 Cátedrainfo:eu-repo/semantics/openAccess2021-05-26T23:00:10Zoai:revistadigital.uce.edu.ec:article/2940Portal de revistashttps://revistadigital.uce.edu.ec/Universidad públicahttps://uce.edu.ec/**Ecuador*2631-28752631-2875opendoar:02021-05-26T23:00:10Revista Cátedra - Universidad Central del Ecuadorfalse |
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