Este trabajo tiene por objetivo realizar una aproximacion a las experiencias del profesorado y estudiantado de Educacion Media y Superior en torno a la estrategia de ensenanza implementada durante la emergencia sanitaria por Covid-19. La muestra se integro por 44 docentes y 116 estudiantes originarios de un municipio del sur del estado de Sonora, Mexico. Desde el punto de vista teorico se atiende a los principios de la Ensenanza Remota de Emergencia para enfrentar la crisis a traves del trabajo escolar mediado por tecnologia. Se diseno un cuestionario ad hoc para explorar: a) el uso de dispositivos, conectividad y espacios alternativos de instruccion para dar continuidad a los estudios, b) la implementacion de los recursos tecnologicos con base en la experiencia, dificultades y preparacion, c) evaluacion y apoyo recibido y d) adaptacion y proyeccion de los aprendizajes. Los resultados evidencian el uso de laptop y telefono inteligente como los dispositivos de mayor uso para el estudio, y el envio y recepcion de informacion respectivamente. Ademas, se senala el incremento de tiempo dedicacion y dificultades para la recepcion-evaluacion de las actividades escolares tanto en docentes como estudiantes. En cuanto al apoyo institucional la habilitacion de cursos, softwares y plataformas virtuales representan las principales acciones para dar continuidad a los estudios. Destacando el esfuerzo, voluntad, manejo de tecnologia, cambios de dinamica respecto al rol y la revalorizacion de las clases presenciales como los principales aprendizajes durante el confinamiento.

/pdf/ensenanza-remota-de-emergencia-ante-la-pandemia-covid-19-en-4ae5ecbkeo.pdf

Enseñanza remota de emergencia ante la pandemia Covid-19 en Educación Media Superior y Educación Superior

Educational subjects, in times of pandemic are not in equal conditions to access virtual education: geographical location, economic and technological resources, training and experience in the use of information and communication technology, and others. The objective of this research was to analyze the reality of virtual education in Peru, emphasizing the social inequality gaps that have been generated during the pandemic in the year 2020. The methodology used was based on the newspaper analysis of journalistic notes and information from social networks that show the situation of education in Peru, interpreted in the light of the scientific literature produced on the subject. The results show that virtual education has been increasing educational and digital inequalities, endangering equal educational opportunities for all. It is concluded that education in Peru, in times of pandemic, is an invisible right, becoming a privilege of those who have favorable social, technological and economic conditions, to the detriment of those vulnerable groups; increasing the gaps of social inequality; thus requiring a comprehensive transformation that promotes educational equity.

/pdf/educacion-virtual-en-tiempos-de-pandemia-incremento-de-la-gsvhrth4o5.pdf

Educación virtual en tiempos de pandemia: incremento de la desigualdad social en el perú

INTRODUCTION. The Chilean teachers from the suspension of classroom classes during the COVID-19 pandemic, have had to maintain the continuity of the pedagogical work. OBJECTIVE. Know the perceptions of teachers regarding their role, the process of learning and learning, the support of institutions and their mental health in view of the current emerging situation resulting from the pandemic by Coronavirus. METHOD. This studio used a qualitative approach, which was carried out through semi-structured interviews. The participants had 10 teachers of Secondary Education. RESULTS. The teacher declare that: their role focuses on the emotional needs of the school community; requieren acquisition of technological competences; the Curriculum Prioritization has no linearity for any type of establishment, all of them act according to the needs of the context; your feedback will only be available to students with internet access; his emotions are mainly pity, anguish and stress; demands and high labor requirements; the perceived support is varied; finally, there is no change in the conditions of the employment contract. DISCUSION AND CONCLUSIONES. Greater attention is required to the challenges facing teachers in the face of the pandemic and it is essential to support them in adjusting their professional skills.

http://cienciamerica.uti.edu.ec/openjournal/index.php/uti/article/download/325/588

Percepción docente respecto al trabajo pedagógico durante la COVID-19

The COVID-19 pandemic has put pressure on Ecuador&rsquo;s Government and affected its ability to achieve its Sustainable Development Goals. This literature review shows the impacts of the pandemic and lockdown measures on SDGs 1, 3, 4, and 8 in Ecuador, with an individual focus on poverty, health, education, and the economy. The timeline used to analyze the impacts of COVID-19 in Ecuador is the period 2015&ndash;2020. The results show that measures were not effective in controlling the pandemic, according to the ECE (Epidemy Control Efficiency) indicator. Unemployment, poverty, and extreme poverty increased. Ecuador faced Dengue disease at the same time as the COVID-19 pandemic. Efforts to establish tracking and early diagnosis of COVID-19 were hindered due to a shortage of testing. Furthermore, effective learning through virtual education was difficult for the 74.7% of households without an internet connection. In general, the pandemic set back Ecuador&rsquo;s progress towards the SDGs analyzed. 

https://www.mdpi.com/2673-4931/15/1/38/pdf?version=1652261987

Review of Impacts on Sustainable Development in Ecuador of the COVID-19 Pandemic and Lockdown Measures

COVID-19 appeared at the beginning of 2020, affecting, among others, the education industry. As a result, a lock-down quarantine was declared, and on-campus classes were suspended. Accordingly, emergency remote teaching (ERT) was set into motion to solve the education issue. This investigation surveyed 20 Ecuadorian polytechnic university English teachers and obtained their reflections on their experience with ERT. This paper bases on mixed-methods research that used a Likert-scaled survey and interviews to respond to the established research questions. The results show that, in a general sense, teachers were not ready for the sudden shift to ERT, which generated feelings of anxiety. The most significant disadvantage reported was the extra workload caused by adapting materials and giving feedback to students. COVID-19 struck at the beginning of 2020, affecting, among others, the education industry. As a result, a lockdown quarantine was declared, and on-campus classes were suspended. Accordingly, emergency remote teaching (ERT) was set into motion to solve the education issue. This research aimed to obtain the reflections of 20 Ecuadorian polytechnic university English teachers on their experiences using ERT during two semesters. This paper is based on an explanatory sequential mixed-methods research design that used a Likert-scale survey and interviews to respond to the established research questions. In a general sense, the findings show that teachers were not ready for the sudden shift to ERT at the beginning of the pandemic, which generated feelings of anxiety. The most significant disadvantage reported was the extra workload caused by adapting materials and giving feedback to students. The study suggests that changing classes from on-campus to emergency remote teaching was not easy to carry out at the beginning of the pandemic. There are practical implications for language department managers as it gives them light to prepare for the continuing pandemic and any other crisis that might require ERT to be in practice again. 

https://doi.org/10.1016/j.ijedro.2022.100141

Ecuadorian university English teachers' reflections on emergency remote teaching during the COVID-19 pandemic

Due to the health emergency caused by COVID-19, countries were forced to suspend presencials school activities. In this context, in order to safeguard the health of students and guarantee the continuity of education, the Ministry of Education in Ecuador ordered from March 16, 2020, to continue the educational process at the national level through the use of telematics resources. However, experience shows that such a decision has once again marked the social inequalities that exist between different sectors of the population. Teleducation has exposed educational gaps among students. The shift from presenciality to virtuality of education has affected, to a greater extent, students from the most disadvantaged socioeconomic strata, students of public education, even more so, those who reside in rural areas, and even Furthermore, students with parents with low levels of instruction. This work argues that in the current situation, teleducation, regardless of its virtues and support for education, exacerbates the educational inequalities of the students.

http://cienciamerica.uti.edu.ec/openjournal/index.php/uti/article/download/307/518

Angel Vivanco-Saraguro

Papers

Teleducación en tiempos de COVID-19: brechas de desigualdad