Use of strategies supported by ICT and virtuality: an opportunity to explore the possibilities of the digital environment

During the second semester of 2021, the Laboratory of Educational Technology and Digital Culture of the Faculty of Communications and Philology of the University of Antioquia undertook the diagnosis of the use of strategies supported by ICT virtuality during the years 2020 and 2021, in undergraduate, during the time that the remote emergency education generated by COVID - 19 lasted. The study was carried out from an interpretive constructivist paradigm, with a qualitative approach and from design-based research. The results show that both students and teachers transferred in most cases their traditional practices from face-to-face to digital environments. Some found in this situation an opportunity to creatively explore the new contexts offered by cyberspace and rethink the new training dynamics for the post-pandemic future. The findings of this research aim to contribute to reflection in the field and to the formulation of the Educational Project of the Faculty of Communications and Philology that is under construction. (English) [ FROM AUTHOR]

Remote teaching in times of the covid-19 pandemic: new experiences and challenges / Ensino remoto em tempos de pandemia da covid-19: novas experiências e desafios / Educación remota en tiempos de pandemia del covid-19: nuevas experiencias y desafíos

OBJETIVO: Refletir sobre o ensino remoto como possibilidade de novas experiências e desafios em tempos de pandemia da Covid-19. MÉTODO: Análise reflexiva sobre as novas experiências e desafios no ensino remoto durante a pandemia da covid-19. RESULTADO: O ensino remoto traz a oportunidade de integrar aulas de maneira síncrona (em tempo real) através webconferência e atividades assíncronas (não se efetivam em tempo real) que possibilitam o uso de ferramentas interativas de aprendizagem estimuladas pelo professor, mediador do conhecimento, em especial da Enfermagem. CONCLUSÃO: Recomenda-se que o professor promova a interatividade permitindo que o aluno, usufruindo dos recursos disponíveis no ambiente virtual de aprendizagem, possa compor elementos dos conteúdos discutidos com experiências positivas de aprendizagem.

OBJETIVO: Reflexionar sobre la enseñanza remota como una posibilidad para nuevas experiencias y desafíos en tiempos de la pandemia del Covid-19. MÉTODO: Análisis reflexivo de nuevas experiencias y desafíos en educación remota durante la pandemia del covid-19. RESULTADO: La enseñanza remota brinda la oportunidad de integrar clases de forma sincrónica (en tiempo real) a través de conferencias web y actividades asincrónicas (no realizadas en tiempo real) que permiten el uso de herramientas de aprendizaje interactivas estimuladas por el docente, mediador del conocimiento, en especial de la Enfermería. CONCLUSIÓN: Se recomienda que el docente promueva la interactividad permitiendo al alumno, mediante el aprovechamiento de los recursos disponibles en el entorno virtual de aprendizaje, componer elementos del contenido discutido con experiencias positivas de aprendizaje.

OBJECTIVE: To reflect on remote teaching as a possibility for new experiences and challenges in times of the COVID-19 pandemic. METHOD: A reflective analysis on the new experiences and challenges in remote teaching during the COVID-19 pandemic. RESULTS: Remote teaching brings the opportunity of integrating classes in a synchronous manner (in real-time) through web conferences and asynchronous activities (not in real-time) which allows for the use of interactive learning tools stimulated by the professor, knowledge mediator, especially in Nursing. CONCLUSION: It is recommended that the professor promotes interactivity allowing the student, while enjoying the available resource in the virtual learning environment, to compose elements of the contents that are discussed with positive learning experiences.

Integración De Herramientas Tecnológicas En Los Procesos De Enseñanza Y Aprendizaje Por Profesores De Educación Superior En El Marco De La Contingencia Por Covid-19

El presente estudio con enfoque cualitativo tuvo como objetivo describir la experiencia de los profesores del Instituto Tecnológico de Sonora, universidad pública en el Estado de Sonora, México, acerca de la integración de herramientas tecnológicas en su práctica docente, durante la contingencia sanitaria. Participaron once profesores en una entrevista mediante un muestreo propositivo por conveniencia de la licenciatura en Ciencias de la Educación. Emergieron tres categorías a) transición acelerada al ambiente virtual, se caracterizó por ser confusa, de incertidumbre, complicada, viviendo procesos de capacitaciones y adecuaciones en sus hogares;b) adaptación al uso de herramientas que vivieron se experimentó de forma distinta;c) apropiación de la tecnología, caracterizada por cambios significativos en actitud. Se concluye que, si bien el conocimiento que se tenía antes de la pandemia señalaba que la incorporación de la tecnología en los procesos educativos debía ser gradual y sistemática, esto no se presentó tal cual.Alternate : This qualitative approach study aimed to describe the experience of the professors of the Technological Institute of Sonora, a public university in the State of Sonora, Mexico, about the integration of technological tools in their teaching practice, during the health contingency. Eleven professors participated through a purposeful sampling for convenience of the bachelor degree in Education. Three categories emerged: a) accelerated transition to the virtual environment, characterized by being confusing, uncertain, complicated, experiencing training and adaptation processes in their homes;b) adaptation to the use of tools that they experienced was experienced in a different way;c) appropriation of technology, characterized by significant changes in attitude. It is concluded that, although the knowledge that was had before the pandemic indicated that the incorporation of technology in educational processes should be gradual and systematic, this was not presented as it is.

Impact of COVID-19 on academic activities and way forward in Indian Optometry.

PURPOSE: Academia is experiencing massive reforms globally amid lockdown in COVID-19 outbreak. This study is aimed to apprehend the enabling and impeding factors of these reforms, with a focus on optometry education. It brings together how the Indian optometry educational system has responded to COVID-19 disruptions with findings of the 2020 survey, in light of similar survey done in 2018. METHODOLOGY: A cross-sectional survey was designed to find changes in optometry training and adaptations of Indian optometry educators amid COVID 19 lockdown. In the last week of April 2020, on the observation that the majority of optometry institutions have switched their teaching-learning activities on e-learning mode, an online survey was conducted using a validated questionnaire containing a mix of open and close-ended questions. RESULTS: Seventy-three out of 78 optometry educators (93.58%) have switched to e-learning mode in a very short time span with good confidence. Most teaching-learning and assessment activities are carried out using multi-device supporting video conferencing tools, dedicated educational portals and social media apps. CONCLUSION: The COVID-19 pandemic is proving to be a constructive disruptor, giving an opportunity for restructuring the present conventional, classroom based educational system. The quick transitions to online mode assisted in keeping continuity of optometry education programs, effectively fitting in the purpose of completion of the current academic year. The rapid transition to online education has not only benefited optometry students but also has created a momentum of continued education for practicing optometrist in the country.