La virtualidad en la educación inicial en el contexto Covid-19
Education during the pandemic was adapted to new work methodologies, the initial level had to face the teaching-learning processes in the face of various technological devices, the game-work methodology that is taught in classrooms was left aside and incorporated new educational processes at home wi...
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2022
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=8964800 |
| Source: | Killkana sociales: Revista de Investigación Científica, ISSN 2528-8008, Vol. 6, 2022, pags. 151-164 |
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Killkana sociales: Revista de Investigación Científica, ISSN 2528-8008, Vol. 6, 2022, pags. 151-164
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Spanish
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competencias digitales
enseñanza-aprendizaje virtualidad |
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competencias digitales
enseñanza-aprendizaje virtualidad Paredes Suárez, Evelyn Ribadeneira Zapata, Carlos Napoleón La virtualidad en la educación inicial en el contexto Covid-19 |
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Education during the pandemic was adapted to new work methodologies, the initial level had to face the teaching-learning processes in the face of various technological devices, the game-work methodology that is taught in classrooms was left aside and incorporated new educational processes at home with digital tools, for this reason, this research analyzes the influence of virtuality in the teaching-learning process at the initial level. This study had a quantitative approach with a descriptive scope. The technique was the survey and the instrument: questionnaire, with multiple choice questions, addressed to teachers and parents, as direct actors in the teaching of children, where the advantages and disadvantages of the virtual modality in the educational process. The results of the surveys of nursery school teachers indicated that the influence on learning was negative in the virtual modality, because the teaching performance was truncated by the lack of training, connectivity failures, asynchronous classes, lack of digital resources, while the results of the parent surveys indicated that the influence was positive on the learning of their sons and daughters, because the institution provided all the necessary tools for the virtual modality to be optimal. Finally, it is concluded that institutions must have adequate technological resources to develop the digital skills of all educational actors, but it is also urgent that teachers challenge, overcome and incorporate ICT in education
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| format |
Article
|
| author |
Paredes Suárez, Evelyn
Ribadeneira Zapata, Carlos Napoleón |
| author_facet |
Paredes Suárez, Evelyn
Ribadeneira Zapata, Carlos Napoleón |
| author_sort |
Paredes Suárez, Evelyn
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| title |
La virtualidad en la educación inicial en el contexto Covid-19
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| title_short |
La virtualidad en la educación inicial en el contexto Covid-19
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| title_full |
La virtualidad en la educación inicial en el contexto Covid-19
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| title_fullStr |
La virtualidad en la educación inicial en el contexto Covid-19
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| title_full_unstemmed |
La virtualidad en la educación inicial en el contexto Covid-19
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| title_sort |
la virtualidad en la educación inicial en el contexto covid-19
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| publishDate |
2022
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https://dialnet.unirioja.es/servlet/oaiart?codigo=8964800
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1767826328645533696
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dialnet-ar-18-ART00016028812023-06-03La virtualidad en la educación inicial en el contexto Covid-19Paredes Suárez, EvelynRibadeneira Zapata, Carlos Napoleóncompetencias digitalesenseñanza-aprendizajevirtualidadEducation during the pandemic was adapted to new work methodologies, the initial level had to face the teaching-learning processes in the face of various technological devices, the game-work methodology that is taught in classrooms was left aside and incorporated new educational processes at home with digital tools, for this reason, this research analyzes the influence of virtuality in the teaching-learning process at the initial level. This study had a quantitative approach with a descriptive scope. The technique was the survey and the instrument: questionnaire, with multiple choice questions, addressed to teachers and parents, as direct actors in the teaching of children, where the advantages and disadvantages of the virtual modality in the educational process. The results of the surveys of nursery school teachers indicated that the influence on learning was negative in the virtual modality, because the teaching performance was truncated by the lack of training, connectivity failures, asynchronous classes, lack of digital resources, while the results of the parent surveys indicated that the influence was positive on the learning of their sons and daughters, because the institution provided all the necessary tools for the virtual modality to be optimal. Finally, it is concluded that institutions must have adequate technological resources to develop the digital skills of all educational actors, but it is also urgent that teachers challenge, overcome and incorporate ICT in educationLa educación durante la pandemia se adaptó a nuevas metodologías de trabajo, el nivel inicial tuvo que enfrentar los procesos de enseñanza-aprendizaje frente a diversos dispositivos tecnológicos, se dejó de lado la metodología juego-trabajo que se imparte en las aulas de clase y se incorporó nuevos procesos educativos en casa con herramientas digitales, por tal motivo, la presente investigación analiza la influencia de la virtualidad en el proceso enseñanza aprendizaje en el nivel inicial. Este estudio tuvo un enfoque cuantitativo con alcance descriptivo. La técnica fue la encuesta y el instrumento: cuestionario, con preguntas de opción múltiple, dirigidas a docentes y padres de familia, como actores directos de la enseñanza de los niños y niñas, donde se sintetizó las ventajas y desventajas de la modalidad virtual en el proceso educativo. Los resultados de las encuestas a las docentes parvularias indicaron que la influencia en el aprendizaje fue negativa en la modalidad virtual, porque el desempeño docente se vio truncado por la falta de capacitaciones, fallas de conectividad, clases de manera asincrónica, falta de recursos digitales, mientras que, los resultados de las encuestas de los padres de familia, indicaron que la influencia fue positiva en el aprendizaje de sus hijos e hijas, porque la institución brindó todas las herramientas necesarias para que la modalidad virtual sea óptima. Finalmente, se concluye que, las instituciones deben contar con los recursos tecnológicos adecuados para desarrollar las competencias digitales de todos los actores educativos, pero también, es urgente que los docentes desafíen, superen e incorporen las TIC en la educación.2022text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=8964800(Revista) ISSN 2588-087X(Revista) ISSN 2528-8008Killkana sociales: Revista de Investigación Científica, ISSN 2528-8008, Vol. 6, 2022, pags. 151-164spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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