School digitalization processes: impacts, routines and gaps in times of isolation

The objective of this research was to analyze the digitalization processes of two secondary schools in the city of Caleta Olivia, Santa Cruz province, during the period of compulsory isolation, in a context crossed by the effects of the dynamics of digital communication. The pandemic implied an inte...

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Autores principales: Alzaga, Julieta Fernanda, Bang, Lucas Germán
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Estudio Sociales. Universidad Nacional del Nordeste 2024
Materias:
education
digitalization
gaps
educación
digitalización
brechas
Acceso en línea:https://revistas.unne.edu.ar/index.php/dpd/article/view/7824
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-78242024-11-07T11:19:24Z School digitalization processes: impacts, routines and gaps in times of isolation Procesos de digitalización escolar: impactos, rutinas y brechas en tiempos de aislamiento Alzaga, Julieta Fernanda Bang, Lucas Germán education digitalization gaps educación digitalización brechas The objective of this research was to analyze the digitalization processes of two secondary schools in the city of Caleta Olivia, Santa Cruz province, during the period of compulsory isolation, in a context crossed by the effects of the dynamics of digital communication. The pandemic implied an intensification of those correlations where technological devices had primacy in what made schooling. The data collection for this research was carried out through three instances of intervention: student surveys, virtual conversations with students and teachers, and a training workshop for teachers. With this corpus we conducted a content analysis linking characteristics of the uses of digital tools with stories about the appropriation processes and the interpretations made by the school actors themselves. Among the main conclusions we highlight: a significant gap in access to digital tools as specific uses for teaching-learning tasks; a predominant use of WhatsApp as a structuring instrument of school dynamics where the priority of accessibility, interaction and speed is visible, and a state of fatigue and mental exhaustion of both teachers and students in front of digital routines, due to the lack of collective-institutional organization and the surrounding imperative of performance. El objetivo de esta investigación fue analizar los procesos de digitalización de dos escuelas secundarias de la ciudad de Caleta Olivia, provincia de Santa Cruz, durante el período de aislamiento obligatorio, en un contexto atravesado por los efectos de las dinámicas de la comunicación digital. La pandemia implicó una intensificación de esas correlaciones, donde los dispositivos tecnológicos tuvieron primacía en lo que hizo a la escolaridad. La recopilación de datos para esta investigación se realizó a través de tres instancias de intervención: encuestas a estudiantes, conversatorios virtuales con estudiantes y docentes, y un taller de capacitación a docentes sobre la plataforma Moodle. Con este corpus realizamos un análisis de contenido, vinculando características de los usos de instrumentos digitales con relatos sobre los procesos de apropiación y las interpretaciones realizadas por los mismos actores escolares. Entre las principales conclusiones, destacamos: una significativa brecha de acceso a herramientas digitales como a usos específicos para las tareas de enseñanza-aprendizaje; un predominante uso de WhatsApp como instrumento estructurante de las dinámicas escolares en donde se visibiliza la prioridad de accesibilidad, interacción y velocidad, y un estado de cansancio y agotamiento mental tanto de docentes como de estudiantes frente a las rutinas digitales, debido a la falta de organización colectiva-institucional y al imperativo rendimiento circundante. Centro de Estudio Sociales. Universidad Nacional del Nordeste 2024-10-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unne.edu.ar/index.php/dpd/article/view/7824 10.30972/dpd.13227824 De Prácticas y Discursos; Vol. 13 Núm. 22 (2024): De Prácticas y Discursos. Cuadernos de Ciencias Sociales 2250-6942 spa https://revistas.unne.edu.ar/index.php/dpd/article/view/7824/7322 Derechos de autor 2024 Julieta Fernanda Alzaga, Lucas Germán Bang http://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic education
digitalization
gaps
educación
digitalización
brechas
spellingShingle education
digitalization
gaps
educación
digitalización
brechas
Alzaga, Julieta Fernanda
Bang, Lucas Germán
School digitalization processes: impacts, routines and gaps in times of isolation
topic_facet education
digitalization
gaps
educación
digitalización
brechas
author Alzaga, Julieta Fernanda
Bang, Lucas Germán
author_facet Alzaga, Julieta Fernanda
Bang, Lucas Germán
author_sort Alzaga, Julieta Fernanda
title School digitalization processes: impacts, routines and gaps in times of isolation
title_short School digitalization processes: impacts, routines and gaps in times of isolation
title_full School digitalization processes: impacts, routines and gaps in times of isolation
title_fullStr School digitalization processes: impacts, routines and gaps in times of isolation
title_full_unstemmed School digitalization processes: impacts, routines and gaps in times of isolation
title_sort school digitalization processes: impacts, routines and gaps in times of isolation
description The objective of this research was to analyze the digitalization processes of two secondary schools in the city of Caleta Olivia, Santa Cruz province, during the period of compulsory isolation, in a context crossed by the effects of the dynamics of digital communication. The pandemic implied an intensification of those correlations where technological devices had primacy in what made schooling. The data collection for this research was carried out through three instances of intervention: student surveys, virtual conversations with students and teachers, and a training workshop for teachers. With this corpus we conducted a content analysis linking characteristics of the uses of digital tools with stories about the appropriation processes and the interpretations made by the school actors themselves. Among the main conclusions we highlight: a significant gap in access to digital tools as specific uses for teaching-learning tasks; a predominant use of WhatsApp as a structuring instrument of school dynamics where the priority of accessibility, interaction and speed is visible, and a state of fatigue and mental exhaustion of both teachers and students in front of digital routines, due to the lack of collective-institutional organization and the surrounding imperative of performance.
publisher Centro de Estudio Sociales. Universidad Nacional del Nordeste
publishDate 2024
url https://revistas.unne.edu.ar/index.php/dpd/article/view/7824
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