Pedagogical continuity in pandemic: mediators and digital tools appropriation
In 2020, due to the implementation of emergency health measures to prevent the spread of CoViD-19 in Argentina, secondary education was suddenly virtualized. In this exceptional context, the educational community sought strategies to sustain educational trajectories and guarantee the link with stude...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2024
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/5178 |
| Aporte de: |
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I22-R128-article-5178 |
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Universidad Nacional del Comahue |
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I-22 |
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R-128 |
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Repositorio de Revistas Electrónicas REVELE (UNComahue) |
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Español |
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Artículo revista |
| topic |
Pandemic Mediating figures Virtual education Digital speech Pandemia Figuras mediadoras Educación virtual Discurso digital |
| spellingShingle |
Pandemic Mediating figures Virtual education Digital speech Pandemia Figuras mediadoras Educación virtual Discurso digital Roche, Mariana Mara Cantamutto, Lucía Eterovich, Alba Pedagogical continuity in pandemic: mediators and digital tools appropriation |
| topic_facet |
Pandemic Mediating figures Virtual education Digital speech Pandemia Figuras mediadoras Educación virtual Discurso digital |
| author |
Roche, Mariana Mara Cantamutto, Lucía Eterovich, Alba |
| author_facet |
Roche, Mariana Mara Cantamutto, Lucía Eterovich, Alba |
| author_sort |
Roche, Mariana Mara |
| title |
Pedagogical continuity in pandemic: mediators and digital tools appropriation |
| title_short |
Pedagogical continuity in pandemic: mediators and digital tools appropriation |
| title_full |
Pedagogical continuity in pandemic: mediators and digital tools appropriation |
| title_fullStr |
Pedagogical continuity in pandemic: mediators and digital tools appropriation |
| title_full_unstemmed |
Pedagogical continuity in pandemic: mediators and digital tools appropriation |
| title_sort |
pedagogical continuity in pandemic: mediators and digital tools appropriation |
| description |
In 2020, due to the implementation of emergency health measures to prevent the spread of CoViD-19 in Argentina, secondary education was suddenly virtualized. In this exceptional context, the educational community sought strategies to sustain educational trajectories and guarantee the link with students. The lack of experience in virtual education at this educational level meant that different people involved in the learning process had to make use of multiple resources to achieve the agreed objectives, and the need for mediators to accompany the processes of appropriation of technologies became evident. Although adolescents frequently use social networks and mobile devices, the use of virtual educational platforms and office software functions was not frequent. Thus, people played the role of mediators for the development of the necessary skills to study in the virtual teaching modality. In this line, the objective of this article is to describe the role of the different mediating figures linked to the students that allowed or facilitated the sustainability of the educational trajectories within the framework of “pedagogical continuity”. From the analysis of a corpus of data on digital interactions, collected in Carmen de Patagones in 2020-2021, in two public high schools, we detected different instances in which the importance of mediating figures involved in facilitating the participation of students with difficulties in connection and application management, among others, is visualized. In this sense, teachers, preceptors, family members and, to a lesser extent, classmates played a key role in sharing digital resources and knowledge. |
| publisher |
Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue |
| publishDate |
2024 |
| url |
https://revele.uncoma.edu.ar/index.php/psico/article/view/5178 |
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I22-R128-article-51782024-01-05T12:15:28Z Pedagogical continuity in pandemic: mediators and digital tools appropriation Continuidad pedagógica en pandemia: figuras mediadoras y apropiación de herramientas digitales Roche, Mariana Mara Cantamutto, Lucía Eterovich, Alba Pandemic Mediating figures Virtual education Digital speech WhatsApp Pandemia Figuras mediadoras Educación virtual Discurso digital WhatsApp In 2020, due to the implementation of emergency health measures to prevent the spread of CoViD-19 in Argentina, secondary education was suddenly virtualized. In this exceptional context, the educational community sought strategies to sustain educational trajectories and guarantee the link with students. The lack of experience in virtual education at this educational level meant that different people involved in the learning process had to make use of multiple resources to achieve the agreed objectives, and the need for mediators to accompany the processes of appropriation of technologies became evident. Although adolescents frequently use social networks and mobile devices, the use of virtual educational platforms and office software functions was not frequent. Thus, people played the role of mediators for the development of the necessary skills to study in the virtual teaching modality. In this line, the objective of this article is to describe the role of the different mediating figures linked to the students that allowed or facilitated the sustainability of the educational trajectories within the framework of “pedagogical continuity”. From the analysis of a corpus of data on digital interactions, collected in Carmen de Patagones in 2020-2021, in two public high schools, we detected different instances in which the importance of mediating figures involved in facilitating the participation of students with difficulties in connection and application management, among others, is visualized. In this sense, teachers, preceptors, family members and, to a lesser extent, classmates played a key role in sharing digital resources and knowledge. En el año 2020 debido a la implementación de medidas sanitarias de emergencia para evitar la propagación del CoViD-19 en Argentina, la virtualización de la enseñanza de nivel secundario se produjo repentinamente. En este contexto de excepcionalidad, la comunidad educativa buscó estrategias tanto para el sostenimiento de las trayectorias educativas como para garantizar el vínculo con las y los estudiantes. La falta de experiencia en educación virtual en este nivel educativo condujo a que diferentes personas involucradas en el proceso de aprendizaje tuvieran que disponer de múltiples recursos para lograr los objetivos acordados y se puso en evidencia la necesidad de contar con figuras mediadoras para acompañar los procesos de apropiación de tecnologías. De hecho, si bien las y los adolescentes utilizan con frecuencia redes sociales y el dispositivo móvil, el uso de plataformas educativas virtuales y funciones de los programas de ofimática no era frecuente. Así, algunas personas tuvieron un rol de mediadoras para el desarrollo de las habilidades necesarias para estudiar en la modalidad virtual de enseñanza. En esta línea, el objetivo de este artículo es describir el rol de las diferentes figuras mediadoras vinculadas con las y los estudiantes que permitieron o facilitaron el sostenimiento de las trayectorias educativas en el marco de la “continuidad pedagógica”. A partir del análisis de un corpus de datos sobre interacciones digitales, recolectados en Carmen de Patagones en el 2020-2021, en dos escuelas secundarias públicas, detectamos diferentes instancias en las que se visualizan la importancia de las figuras mediadoras involucradas para facilitar la participación de estudiantes con dificultades de conexión y de manejo de aplicaciones, entre otras. En este sentido, docentes, preceptores, familiares y, en menor medida, compañeros ocuparon un rol clave compartiendo recursos digitales y conocimientos. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024-01-05 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/5178 Pilquen Magazine. Psychopedagogy Section; Vol. 20 No. 2 (2023): Revista Pilquen. Sección Psicopedagogía; 21-45 Revista Pilquen. Sección Psicopedagogía; Vol. 20 Núm. 2 (2023): Revista Pilquen. Sección Psicopedagogía; 21-45 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/5178/62129 Derechos de autor 2023 Revista Pilquen. Sección Psicopedagogía http://creativecommons.org/licenses/by-nc-nd/4.0 |