¿Cómo se configuran las barreras y facilitadores para la adopción de un programa de educación digital en matemática luego de la pandemia?
DOI:
https://doi.org/10.34236/rpie.v17i22.503Palabras clave:
Actitud del docente, Innovación pedagógica, Educacion básica, Tecnología educacionalResumen
El presente estudio utiliza un enfoque cualitativo para explorar las barreras y facilitadores de la adopción del programa de educación digital en matemática, Conecta Ideas Perú (CIP), por parte de docentes en el contexto peruano post pandemia. A través de entrevistas semi-estructuradas en los años 2022 y 2023, se indagó en las experiencias de cuatro docentes de cuatro instituciones educativas públicas. Enmarcado en la Teoría Unificada de Aceptación y Uso de la Tecnología (UTAUT), se destaca que una de las principales barreras la persistente brecha de acceso a dispositivos e internet en las escuelas, así como la falta de gestión efectiva de la infraestructura tecnológica. Sin embargo, factores facilitadores, como la utilidad percibida del programa y la predisposición individual de algunos docentes hacia la tecnología, contribuyeron con la adopción de la plataforma. En conclusión, el estudio destaca la complejidad de la adopción tecnológica en el contexto educativo peruano post-pandemia y la importancia del liderazgo institucional, así como la necesidad de políticas educativas para una adopción efectiva de la tecnología en las prácticas pedaógicas.
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Derechos de autor 2024 Giulia Celi Giuffra / Santiago Cueto Caballero / Jessica Ivette Simon Valcárcel / Claudia Sugimaru
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
