Acceso usuarios
Marta García-Sampedro, Elsa Peña Suárez, Lucía Rodríguez Olay
Este estudio empírico explora las percepciones del profesorado no universitario sobre la educación online y el uso de las TIC durante el cierre de los centros educativos españoles por la COVID 19. También pretende determinar las limitaciones encontradas en algunos aspectos, y las diferencias de opinión entre el profesorado de distintas etapas educativas. Para ello, se diseñó un cuestionario ad hoc destinado al profesorado de toda España del que se obtuvieron 700 respuestas. Los resultados muestran que el instrumento utilizado es válido, fiable y capaz de discriminar diferentes puntos de vista sobre la educación online en diversos tipos de enseñanzas. Asimismo, revela que la percepción del profesorado sobre la instrucción online no es favorable, siendo más negativa en las etapas obligatorias que en las más vocacionales. Además, la educación online supone una carga de trabajo extra, un coste económico adicional, y lleva aparejadas algunas dificultades derivadas de la falta de contacto físico-emocional con el alumnado. Se puede concluir que la pandemia ha llevado al profesorado a realizar un esfuerzo extenuante por adaptarse al nuevo escenario educativo y por modificar sus estrategias, todo lo cual ha causado innumerables inconvenientes y ha propiciado novedosas formas de interacción con el estudiantado.
This empirical study explores non-university teachers ́ attitudes and perceptions with regard to online education and ICT use during the COVID 19 lockdown and the accompanying school closures in Spain. It is also aimed at uncovering some of the limitations of ICT that have been found in certain areas, and at detecting poten-tial differences of opinion about online education among teachers at different educational levels. An ad hoc online questionnaire was designed for the purposes of the study, and it was completed by 700 teachers from all over the country. Results show that the applied instrument is valid, reliable and capable of discriminating different views about online education in different educational stages. Findings show that teachers ́ perceptions about online in-struction are not favourable, and that teachers in compulsory educational stages had more negative views than those involved in more vocational courses. Many participants also reported that online teaching implies a work overload and an additional economic burden to teachers. In addition, online instruction brings with it serious difficulties stemming from the lack of emotional connection with students. Based on these results, it is concluded that the school closings caused by the COVID-19 lockdown required an exhausting process of adaptation on the part of teachers, who were forced to modify their educational strategies. They had to find unprecedented new ways of interacting with their students.
