Resumen

KALMAN, Judith. LAS TECNOLOGÍAS DIGITALES EN LA ESCUELA: antes y después de la pandemia de Covid-19. Revista Teias [online]. 2021, vol.22, n.67, pp.382-398.  Epub 14-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.62799.

The Covid-19 pandemic shed light on the significant inequalities in education systems and school experiences around the world. On the one hand, it exposed the material differences in equipment, study conditions, connectivity, and participation possibilities and, on the other, the limited nature of the use of technologies as a pedagogical resource. As in many other parts of the world, education policy in Mexico has long required teachers to use diverse digital technologies in their classrooms. Never like now, with the transfer of classes to home environments, has the complexities of incorporating these technologies been so evident. Doing so requires a redefinition of relationships among participants, a reinterpretation of the curriculum, and an expansion of the notion of literacy academic beyond written texts. This paper reviews data collected before the pandemic to examine the processes of appropriation of technologies for teaching and how they learn in practice. We found that learning to use digital technologies in educational activities implies continuous development of approaches to be able to conceptualize the computer and Internet as a learning environment and reformulate established practices.

Palabras clave : Covid-19; digital technologies; appropriation; teaching practice; learning.

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