Enseñar y aprender en la era digital: Uso y apropiación de las TIC en una escuela pública de la Patagonia Austral

Abstract

El presente artículo expone parcialmente losr esultados de dos trabajos de investigación que comparten el interés por conocer las características que reviste el trabajo pedagógico con Tecnologías de la Información y la Comunicación (TIC) en el escenario socio-institucional de la educación primaria, tomando el caso de lo que acontece en una escuela pública emplazada en la Patagonia Austral, previo al contexto que determinó la Pandemia por COVID19. Mientras que una de las indagaciones focaliza el interés en el aprendizaje, los modos de apropiación de las TIC de los estudiantes y su perspectiva en torno de las mismas, la segunda de las indagaciones presentadas se interroga respecto de los usos que hacen de las TIC los docentes en sus propuestas de enseñanza.Se recuperan evidencias empíricas que pretenden echar luz respecto a lo que podrían considerarse algunas condiciones (prepandemia) de partida sobre las que se asentó el trabajo pedagógico al momento de interrupción de la presencialidad en las escuelas en el año 2020, y pretendiendo hacer un aporte a la comprensión de las características que van configurando las prácticas en los nuevos escenarios educativos en torno a las formas de enseñar y aprender con tecnologías digitales.

This article partially exposes the results of two research works that share an interest in knowing the characteristics of pedagogical work with Information and Communication Technologies (ICT) in the socio-institutional scenario of primary school, taking the case of what happens in a public school located in Southern Patagonia, priorto the context that determined the COVID19 Pandemic. While one of the inquiries focuses on the interest in learning, the modes of appropriation of ICT by students and their perspective around them, the second of the inquiries presented questions the uses of ICT by teachers in their teaching proposals. With a methodological strategy that combined quantitative and qualitative methodology instruments, both investigations entailed a diagnostic study -based on which intervention strategies were proposed (whose results are not part of this presentation)- that contributes to the understanding of the conditions and meanings at stake in decisions related to the uses (or not) of ICT in the preparation and implementation of pedagogical proposals (by teachers) and in activities related to school learning (by students), in the case studied. While the processing of the information occurred during the period of Preventive and Compulsory Social Isolation established during the Covid-19 Pandemic, the conclusions and final reflections incorporate a set of considerations resulting from the reconfiguration of the school space in the aforementioned circumstances. Thus, empirical evidence is retrieved that aims to shed light on what could be considered some starting conditions (pre-pandemic) on which the pedagogical work was based at the time of interruption of attendance in schools in the year 2020 and pretending to make a contribution to the understanding of the characteristics that are shaping the practices in the new educational scenarios around the ways of teaching and learning with digital technologies.