Perspectivas y experiencia de los docentes: innovando las prácticas educativas a través de un entorno digital
DOI:
https://doi.org/10.5281/zenodo.11088777Palabras clave:
aprendizaje digital, educación innovadora a través de la tecnología, estrategias de enseñanza y aprendizajeResumen
El entorno digital ha cambiado las perspectivas y experiencias de los docentes. Es fundamental admitir que la tecnología permite la innovación para realizar prácticas educativas en las aulas online actuales. El propósito de este artículo es generar un cambio transformador, ofreciendo oportunidades y desafíos tanto a profesores como a estudiantes. Por lo tanto, el inicio de un nuevo sistema educativo para enseñar a los estudiantes comienza con la enseñanza en un entorno digital, el desarrollo de contenidos educativos digitales para enseñar las cuatro habilidades como escuchar, leer, hablar, escribir y evaluar a través de la tecnología. Para alcanzar este objetivo, hemos implementado una encuesta para un análisis cuantitativo, proporcionando una percepción de los profesores de diferentes escuelas secundarias sobre la importancia de introducir el aprendizaje digital en la enseñanza del inglés como segunda lengua. Como resultado, esta evolución en la educación es esencial para preparar a los estudiantes para prosperar en una era digital, dotándolos de habilidades preparadas para el futuro y mejorando el compromiso a través de enfoques de aprendizaje innovadores. En el futuro, la integración efectiva de estrategias de enseñanza asincrónicas y sincrónicas ofrece un marco dinámico para experiencias de aprendizaje personalizadas y colaborativas.
Descargas
Citas
Ahern, G. (2021). Calls for Papers - Digital Learning | Research Communities by Springer Nature. https://communities.springernature.com/posts/calls-for-papers-digital-learning?channel_id=on-the-road
Alrefaie, Z., & Hassanien, M. (2020). Monitoring Online Learning During COVID-19 Pandemic; Suggested Online Learning Portfolio (COVID-19 OLP). MedEdPublish, 9, 110. https://doi.org/10.15694/MEP.2020.000110.1
Amiti, F. (2020). SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING. European Journal of Open Education and E-Learning Studies, 5(2). https://doi.org/10.46827/ejoe.v5i2.3313
Aydoğan, H., & Akbarov, A. (2014). The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672. https://www.richtmann.org/journal/index.php/mjss/article/view/2687
Benalcázar, M., Barona, L., Valdivieso, Á., Vimos, V., Velastegui, D., & Santacruz, C. (2021). Educational Impact on Ecuadorian University Students Due to the COVID-19 Context. Education Sciences 2022, Vol. 12, Page 17, 12(1), 17. https://doi.org/10.3390/EDUCSCI12010017
Bond, M., Marín, V., Dolch, C., Bedenlier, S., & Zawacki, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 1–20. https://doi.org/10.1186/S41239-018-0130-1/FIGURES/3
Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3, 100204. https://doi.org/10.1016/J.IJEDRO.2022.100204
Cambridge. (2020, April 16). 12 tips for teaching an unforgettable online English class | Cambridge English. https://www.cambridgeenglish.org/blog/12-tips-for-teaching-an-online-english-class/
Carpio, L., & Suing, A. (2022). Ecuador and the Virtual High School Education in Pandemic Times. Smart Innovation, Systems and Technologies, 256, 301–309. https://doi.org/10.1007/978-981-16-5063-5_25
Castañeda, J., & Jaime, M. (2021). Pedagogical Strategies Used by English Teacher Educators to Overcome the Challenges Posed by Emergency Remote Teaching During the COVID-19 Pandemic. Íkala, Revista de Lenguaje y Cultura, 26(3), 697–713. https://doi.org/10.17533/UDEA.IKALA/V26N3A12
Fauzi, I. (2023). CHALLENGES OF ENGLISH TEACHERS IN THE DIGITAL ERA. Research Gate. https://www.researchgate.net/publication/377873932_CHALLENGES_OF_ENGLISH_TEACHERS_IN_THE_DIGITAL_ERA
Joshi, S. (2023, June 22). The Role Of Technology In Education, Post Pandemic. E-Learning Industry. https://elearningindustry.com/the-role-of-technology-in-education-post-pandemic
Ketabi, S. (2017). Innovative Technology in English Language Teaching: The Utility of Mobile Social Network Sites to Improve Teacher Education. Teaching English Language, 11(1), 39–67.
Kim, J., Aleksandar, J., & Aleksandar, M. (2022). VoRtex Metaverse Platform for Gamified Collaborative Learning. Electronics 2022, Vol. 11, Page 317, 11(3), 317. https://doi.org/10.3390/ELECTRONICS11030317
Kuznetsova, V., & Azhmukhamedov, I. (2020). Advantages and Risks of Using the Digital Educational Environment. VI International Forum on Teacher Education. https://ap.pensoft.net/article/22398/download/pdf/479248
Lo, N. (2023a). Digital learning and the ESL online classroom in higher education: teachers’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1–22. https://doi.org/10.1186/S40862-023-00198-1/TABLES/2
Lo, N. (2023b). Digital learning and the ESL online classroom in higher education: teachers’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1–22. https://doi.org/10.1186/S40862-023-00198-1/TABLES/2
Lo, N. (2023c). Digital learning and the ESL online classroom in higher education: teachers’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1–22. https://doi.org/10.1186/S40862-023-00198-1/TABLES/2
Mohammadi, G. (2023). Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge. Journal of Computers in Education, 1–22. https://doi.org/10.1007/S40692-023-00260-4/FIGURES/3
Mwita, K. M. (2022). Factors to consider when choosing data collection methods. International Journal of Research in Business and Social Science (2147- 4478), 11(5), 532–538. https://doi.org/10.20525/IJRBS.V11I5.1842
Oludare, O., Grace, M., & Kolawuele, A. (2012). E-Learning and Its Effects on Teaching and Learning in a Global Age. Research Gate, 207. https://www.researchgate.net/publication/266603233_E-Learning_and_Its_Effects_on_Teaching_and_Learning_in_a_Global_Age
Ostanina, J. (2018). Modern technology in language learning and teaching. Linguodidactica, 22, 153–164. http://dx.doi.org/10.15290/lingdid.2018.22.10
Plataforma Mecapacito – Ministerio de Educación. (2022). https://educacion.gob.ec/plataforma-mecapacito/#
Puchkova, E. B., & Sorokoumova, E. A. (2021). Teachers’ perspectives on digitalized education and deterrents to the use of digital products in educational processes. Cypriot Journal of Educational Sciences, 16(5), 2677–2689. https://doi.org/10.18844/CJES.V16I5.6356
Rochina, A., & Cortezo, A. (2022). Online Learning as an Alternative Learning Modality in Ecuador’s Education Institutions Amidst Crises and Outbreaks: A SWOT Analysis. 9(3), 475–491. http://dx.doi.org/10.56059/jl4d.v9i3.665
Shahabadi, M. M., & Uplane, M. (2015). Synchronous and Asynchronous e-learning Styles and Academic Performance of e-learners. Procedia - Social and Behavioral Sciences, 176, 129–138. https://doi.org/10.1016/J.SBSPRO.2015.01.453
Tondeur, J., Van, J., Ertmer, P., & Ottenbreit, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65. https://doi.org/10.1007/s11423-016-9481-2
Unesco. (2024, February 6). What you need to know about digital learning and transformation of education. https://www.unesco.org/en/digital-education/need-know#:~:text=UNESCO%20supports%20the%20use%20of,systems%2C%20and%20monitoring%20learning%20processes.
Vonog, V. V, Batunova, I. V, & Kolga, V. V. (2021). Digital platforms and tools used in the system of teaching English. https://doi.org/10.1051/shsconf/202111300019
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Hasta el Volumen 3, Número 2 de 2023, la revista utilizaba la Licencia Atribución-NoComercial (CC BY-NC), en la que requería que los autores autorizaran, por medio de una licencia de uso, la edición, publicación, reproducción, distribución y comunicación pública de la obra de su autoría.
A partir del Volumen 4, Número 1 de 2024, la revista se acoge a licencia Licencia Atribución (CC BY), permitiendo la posibilidad de copiar, distribuir, exhibir, y producir obras derivadas, siempre y cuando se reconozca y cite al autor.
