Educate in a pandemic: Argentina and Colombia at a crossroads

The present article proposes to conduct a preliminary analysis in relation to the experience of education mediated by technology during the pandemic, SARS-COVID 19. Through an on-line consultation in Argentina and Colombia, 230 educator’s primary levels, and side responded in around three analytical...

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Autores principales: Maina, Melisa, Díaz, Germán
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023
Materias:
Pandemic
Education
Technologies
Teachers
Pandemia
Educación
Tecnologías
Docentes
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/4531
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4531
record_format ojs
spelling I22-R128-article-45312023-06-23T19:56:25Z Educate in a pandemic: Argentina and Colombia at a crossroads Educar en pandemia: Argentina y Colombia en la encrucijada Maina, Melisa Díaz, Germán Pandemic Education Technologies Teachers Pandemia Educación Tecnologías Docentes The present article proposes to conduct a preliminary analysis in relation to the experience of education mediated by technology during the pandemic, SARS-COVID 19. Through an on-line consultation in Argentina and Colombia, 230 educator’s primary levels, and side responded in around three analytical axes: (a) the equivalence between the teaching-learning and traditional education does not face-to-face; (b) the transformations of the educational process and the adaptation of content; (c) the connectivity and the equipment used. The questionnaire was built with open and closed questions about Google's form templates. By including numerous open segments, the form allowed to recover the expression of opinions, experiences and comments. We work with these texts and, following the logic of Grounded Theory (Glaser & Strauss, 1967; Denzin & Giardina, 2009), we group them into the following categories: a) the equivalence between traditional teaching-learning and non-face-to-face education; b) the transformations of the pedagogical process and the adaptation of; (c) technological capacity in terms of connectivity and equipment available to students and teachers, as well as competence in the use of technological resources. El presente artículo propone realizar un análisis preliminar en relación a la experiencia de la educación mediada por tecnologías durante la pandemia del SARS-COVID 19. A través de una consulta en línea en Argentina y Colombia, 230 educadores de niveles primarios, y secundarios respondieron en torno a tres ejes analíticos: a) la equivalencia entre la enseñanza-aprendizaje tradicional y la educación no presencial; b) las transformaciones del proceso pedagógico y la adaptación de contenidos; c) la conectividad y el equipamiento utilizados. El cuestionario fue construido con preguntas abiertas y cerradas sobre las plantillas de formularios de Google. Al incluir numerosos segmentos abiertos, el formulario permitió recuperar la expresión de opiniones, vivencias y comentarios. Trabajamos con estos textos y, siguiendo la lógica de la Teoría Fundamentada (Glaser y Strauss, 1967; Denzin y Giardina, 2009), los agrupamos en las siguientes categorías: a) la equivalencia entre la enseñanza-aprendizaje tradicional y la educación no presencial; b) las transformaciones del proceso pedagógico y la adaptación de contenidos; c) la capacidad tecnológica tanto en cuanto a conectividad y el equipamiento disponibles para estudiantes y docentes como a la competencia en el uso de los recursos tecnológicos. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/4531 Pilquen Magazine. Psychopedagogy Section; Vol. 19 No. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 83-104 Revista Pilquen. Sección Psicopedagogía; Vol. 19 Núm. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 83-104 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/4531/61530 Derechos de autor 2004 Revista Pilquen https://creativecommons.org/licenses/by-nc-nd/4.0/
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Pandemic
Education
Technologies
Teachers
Pandemia
Educación
Tecnologías
Docentes
spellingShingle Pandemic
Education
Technologies
Teachers
Pandemia
Educación
Tecnologías
Docentes
Maina, Melisa
Díaz, Germán
Educate in a pandemic: Argentina and Colombia at a crossroads
topic_facet Pandemic
Education
Technologies
Teachers
Pandemia
Educación
Tecnologías
Docentes
author Maina, Melisa
Díaz, Germán
author_facet Maina, Melisa
Díaz, Germán
author_sort Maina, Melisa
title Educate in a pandemic: Argentina and Colombia at a crossroads
title_short Educate in a pandemic: Argentina and Colombia at a crossroads
title_full Educate in a pandemic: Argentina and Colombia at a crossroads
title_fullStr Educate in a pandemic: Argentina and Colombia at a crossroads
title_full_unstemmed Educate in a pandemic: Argentina and Colombia at a crossroads
title_sort educate in a pandemic: argentina and colombia at a crossroads
description The present article proposes to conduct a preliminary analysis in relation to the experience of education mediated by technology during the pandemic, SARS-COVID 19. Through an on-line consultation in Argentina and Colombia, 230 educator’s primary levels, and side responded in around three analytical axes: (a) the equivalence between the teaching-learning and traditional education does not face-to-face; (b) the transformations of the educational process and the adaptation of content; (c) the connectivity and the equipment used. The questionnaire was built with open and closed questions about Google's form templates. By including numerous open segments, the form allowed to recover the expression of opinions, experiences and comments. We work with these texts and, following the logic of Grounded Theory (Glaser & Strauss, 1967; Denzin & Giardina, 2009), we group them into the following categories: a) the equivalence between traditional teaching-learning and non-face-to-face education; b) the transformations of the pedagogical process and the adaptation of; (c) technological capacity in terms of connectivity and equipment available to students and teachers, as well as competence in the use of technological resources.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2023
url https://revele.uncoma.edu.ar/index.php/psico/article/view/4531
work_keys_str_mv AT mainamelisa educateinapandemicargentinaandcolombiaatacrossroads
AT diazgerman educateinapandemicargentinaandcolombiaatacrossroads
AT mainamelisa educarenpandemiaargentinaycolombiaenlaencrucijada
AT diazgerman educarenpandemiaargentinaycolombiaenlaencrucijada
first_indexed 2023-01-04T21:54:12Z
last_indexed 2024-08-12T23:06:45Z
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