Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico

Information and Communication Technologies (ICT) are a high impact tool in the teaching-learning process. Organizations such the Organisation for Economic Co-operation and Development (OECD) have called for the incorporation of ICT in secondary education as part of the technological innovations that...

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Autores: Ramírez-Ramírez, Leticia N., Claudio-Martínez , César, Ramírez-Arias, Valeria
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2020
País:Ecuador
Recursos:Pontificia Universidad Católica del Ecuador - Sede Esmeraldas
Repositório:Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas
Idioma:espanhol
OAI Identifier:oai:ojs.pkp.sfu.ca:article/401
Acesso em linha:https://revistas.pucese.edu.ec/hallazgos21/article/view/401
Access Level:Acceso aberto
Palavra-chave:Tecnología de la información; Innovación educacional; Enseñanza secundaria; México.
Information technology; Educational innovations; Secondary education; Mexico.
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dc.title.none.fl_str_mv Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
Usabilidad de las TIC en la Enseñanza Secundaria: Investigación-Acción con Docentes y Estudiantes de México
title Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
spellingShingle Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
Ramírez-Ramírez, Leticia N.
Tecnología de la información; Innovación educacional; Enseñanza secundaria; México.
Information technology; Educational innovations; Secondary education; Mexico.
title_short Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
title_full Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
title_fullStr Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
title_full_unstemmed Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
title_sort Usability of ICT in Secondary Education: Action Research with Teachers and Students from Mexico
dc.creator.none.fl_str_mv Ramírez-Ramírez, Leticia N.
Claudio-Martínez , César
Ramírez-Arias, Valeria
author Ramírez-Ramírez, Leticia N.
author_facet Ramírez-Ramírez, Leticia N.
Claudio-Martínez , César
Ramírez-Arias, Valeria
author_role author
author2 Claudio-Martínez , César
Ramírez-Arias, Valeria
author2_role author
author
dc.subject.none.fl_str_mv Tecnología de la información; Innovación educacional; Enseñanza secundaria; México.
Information technology; Educational innovations; Secondary education; Mexico.
topic Tecnología de la información; Innovación educacional; Enseñanza secundaria; México.
Information technology; Educational innovations; Secondary education; Mexico.
description Information and Communication Technologies (ICT) are a high impact tool in the teaching-learning process. Organizations such the Organisation for Economic Co-operation and Development (OECD) have called for the incorporation of ICT in secondary education as part of the technological innovations that contribute to the educational progress of the countries. In the Latin American context, educational innovations present themselves with different challenges at micro social and macrosocial levels. This research was designed under the action research framework and aimed to analyze the perceptions of teachers and students around the incorporation of ICT in a publicly funded secondary school in Mexico City. The sample consisted of 23 teachers and 82 students from a public high school south of Mexico City, the sample was chosen by an intentional non-probabilistic sampling. Four research phases were designed based on the guidelines of the research-action design (diagnosis, pedagogical planning, implementation and evaluation). The results are presented through a quantitative descriptive and qualitative content analysis. In the indicators of “usability of ICT before the workshop and use of ICT in the teaching process” there was a concordance between teachers and students regarding the low frequency of the use of ICT in high school and the importance of these in school activities. From the development of the workshop, 89.3% of the students perceived to have more information about the educational use of ICT. Teachers positively valued the incorporation of new ICTs into their teaching strategies.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-21
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dc.identifier.none.fl_str_mv https://revistas.pucese.edu.ec/hallazgos21/article/view/401
url https://revistas.pucese.edu.ec/hallazgos21/article/view/401
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.pucese.edu.ec/hallazgos21/article/view/401/337
https://revistas.pucese.edu.ec/hallazgos21/article/view/401/338
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Pontifica Universidad Católica del Ecuador Sede Esmeraldas
publisher.none.fl_str_mv Pontifica Universidad Católica del Ecuador Sede Esmeraldas
dc.source.none.fl_str_mv Revista Científica Hallazgos21; Vol. 5 Núm. 1 (2020): REVISTA CIENTÍFICA HALLAZGOS21; 85-101
2528-7915
2528-7915
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spelling Usability of ICT in Secondary Education: Action Research with Teachers and Students from MexicoUsabilidad de las TIC en la Enseñanza Secundaria: Investigación-Acción con Docentes y Estudiantes de MéxicoRamírez-Ramírez, Leticia N. Claudio-Martínez , César Ramírez-Arias, ValeriaTecnología de la información; Innovación educacional; Enseñanza secundaria; México.Information technology; Educational innovations; Secondary education; Mexico.Information and Communication Technologies (ICT) are a high impact tool in the teaching-learning process. Organizations such the Organisation for Economic Co-operation and Development (OECD) have called for the incorporation of ICT in secondary education as part of the technological innovations that contribute to the educational progress of the countries. In the Latin American context, educational innovations present themselves with different challenges at micro social and macrosocial levels. This research was designed under the action research framework and aimed to analyze the perceptions of teachers and students around the incorporation of ICT in a publicly funded secondary school in Mexico City. The sample consisted of 23 teachers and 82 students from a public high school south of Mexico City, the sample was chosen by an intentional non-probabilistic sampling. Four research phases were designed based on the guidelines of the research-action design (diagnosis, pedagogical planning, implementation and evaluation). The results are presented through a quantitative descriptive and qualitative content analysis. In the indicators of “usability of ICT before the workshop and use of ICT in the teaching process” there was a concordance between teachers and students regarding the low frequency of the use of ICT in high school and the importance of these in school activities. From the development of the workshop, 89.3% of the students perceived to have more information about the educational use of ICT. Teachers positively valued the incorporation of new ICTs into their teaching strategies.as Tecnologías de la Información y Comunicación (TIC) son una herramienta de alto impacto en el proceso de enseñanza-aprendizaje. Organizaciones como la Organización para la Cooperación y el Desarrollo Económicos​ (OECD) han hecho un llamado a la incorporación de las TIC en la enseñanza secundaria como parte de las innovaciones tecnológicas que coadyuvan en el avance educativo de los países. En el contexto latinoamericano, las innovaciones educativas se presentan con diferentes retos a niveles micro sociales y macrosociales. La presente investigación fue diseñada bajo el marco de la investigación- acción y tuvo como objetivo analizar las percepciones de docentes y estudiantes en torno a la incorporación de las TIC en una secundaria de financiamiento público en Ciudad de México. La muestra estuvo conformada por 23 docentes y 82 estudiantes de una escuela secundaria pública al sur de la Ciudad de México. La muestra fue elegida por un muestreo no probabilístico intencional. Se diseñaron cuatro fases de investigación con base en los lineamientos del diseño investigación- acción (diagnóstico, planeación pedagógica, implementación y evaluación). Los resultados se presentan a través de un análisis cuantitativo descriptivo y cualitativo de contenido. En los indicadores de “usabilidad de TIC” antes del taller y “uso de TIC en el proceso de enseñanza” existió una concordancia entre los docentes y estudiantes respecto a la baja frecuencia del uso de TIC en la escuela secundaria y de la importancia de estas en las actividades escolares.  A partir de la impartición del taller, 89.3% de los estudiantes percibieron tener más información sobre el uso educativo de las TIC. Los docentes valoraron positivamente la incorporación de nuevas TIC a sus estrategias de enseñanza.Pontifica Universidad Católica del Ecuador Sede Esmeraldas2020-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://revistas.pucese.edu.ec/hallazgos21/article/view/401Revista Científica Hallazgos21; Vol. 5 Núm. 1 (2020): REVISTA CIENTÍFICA HALLAZGOS21; 85-1012528-79152528-7915reponame:Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldasinstname:Pontificia Universidad Católica del Ecuador - Sede Esmeraldasinstacron:PUCESEspahttps://revistas.pucese.edu.ec/hallazgos21/article/view/401/337https://revistas.pucese.edu.ec/hallazgos21/article/view/401/338info:eu-repo/semantics/openAccess2020-03-23T16:30:37Zoai:ojs.pkp.sfu.ca:article/401Institucionalhttps://revistas.pucese.edu.ec/Universidad públicahttps://www.pucese.edu.ec/..Ecuador.2550-665X1390-9800opendoar:02025-04-20T07:36:36.225024Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas - Pontificia Universidad Católica del Ecuador - Sede Esmeraldastrue
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