Integración de las TIC por parte del profesorado de centros de educación especializada: http://repositorio.ulvr.edu.ec/handle/44000/4836
The institutions that specialize in the training of people with special education- al needs associated with a disability, before the pandemic, teachers developed a teaching process specific to face-to-face contexts, the classroom. In view of the health emergency, all educational centers were require...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Revista Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/722 |
| Acceso en línea: | http://revistas.ulvr.edu.ec/index.php/yachana/article/view/722 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación inclusiva, TIC, tecnología, formación docente Inclusive education, ICT, technology, teacher training |
| Sumario: | The institutions that specialize in the training of people with special education- al needs associated with a disability, before the pandemic, teachers developed a teaching process specific to face-to-face contexts, the classroom. In view of the health emergency, all educational centers were required to continue with the education of this population group in virtual environments. This meant that teachers had to quickly adjust their curricula and teaching strategies to be developed with the support of Technology of the information and communication. This article presents the results of a basic research that made it possible to diagnose training needs in technologies applied to education in specialized special education centers. The study was exploratory with a documentary design that used a secondary literature review and a survey of 36 teachers of the FASINARM Foun- dation, located in the city of Guayaquil (Ecuador), as a method of data collection. From this research it was concluded that, although the participants had a basic level of mastery of the technologies applied to education, there is a need for teacher training in these topics, as well as their constant updating. However, other factors that may hinder the full integration of technol- ogy in specialized classrooms in both virtual and face-to-face formats were identified, such as the high cost of equipment and its quality. |
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