Percepción de actores
educativos acerca del uso de dispositivos móviles: un estudio de caso
Perception of educational actors about the use of mobile devices: A case study
Verónica Maldonado-Garcés
Pontificia
Universidad Católica del Ecuador
https://orcid.org/0000-0002-4853-2239
Jorge Balladares-Burgos
Pontificia Universidad
Católica del Ecuador
https://orcid.org/0000-0001-7033-1970
Alex Rivas Toledo
Pontificia Universidad
Católica del Ecuador
https://orcid.org/0000-0001-9299-8338
(Received
on: September 10, 2019; Accepted on: September 12, 2019; Final version received
on: September 16, 2019)
Suggested citation: Maldonado-Garcés, V., Balladares-Burgos, J., Rivas-Toledo, A., (2019). Perception of educational actors about the use of mobile devices: A case study. Revista Cátedra, 2(3), 40-54.
Resumen
La implementación de metodologías innovadoras relacionadas con el uso de recursos digitales ha permitido una participación relevante de las comunidades educativas. Este artículo da cuenta de las miradas de los estudiantes y docentes de una institución educativa fiscal beneficiaria del Proyecto Aula Digital Móvil ejecutada por Fundación Telefónica en el marco del Proyecto Profuturo y articulada con el Ministerio de Educación del Ecuador.
La investigación pretende determinar la percepción tanto de los docentes como de los estudiantes con respecto al uso educativo de dispositivos móviles. Se empleó el método inductivo, de manera que el punto de partida fueron los datos proporcionados por los 70 niños en edad escolar y 10 docentes para realizar la construcción de las categorías.
El 75% de los participantes de esta investigación asocian el uso del dispositivo móvil con el aprendizaje, refiriéndose además a un aprendizaje adquirido de forma divertida. Además, mencionan que la tableta les permite acceder a información, conocer otras culturas, posibilita la investigación lo que genera un aprendizaje significativo.
El dispositivo móvil dentro del aula ha logrado resultados positivos en los procesos de aprendizaje, la totalidad de los participantes perciben y valoran el recurso como positivo, lo asumen como un puente que les acerca al conocimiento de otras culturas, les da la posibilidad de investigar, de aprender valores, contenidos de asignaturas y de acceder a la lectura.
Palabras clave
Aprendizaje, dispositivos móviles, percepción, tabletas.
Abstract
The implementation of innovative
methodologies related to the use of digital resources has allowed a relevant participation of educational communities. This article provides
the views of the students and teachers of an educational institution benefiting from the Mobile Digital
Classroom Project executed by Fundación Telefónica, part of the Profuturo Project and articulated with the Ministry of Education of Ecuador. The research aims
to determine the perception of teachers
and students in relation to the educational use of mobile
devices. The inductive method
was used, thus, the starting
point was the data provided
by the 70 children of school
age and 10 teachers to perform the construction of the categories.
75%
of the participants of this research associate
the use of the mobile
device with learning, also referring to the learning acquired
in a fun way. In addition, they mention that the tablet allows them to access information,
to know other cultures, to enable research, which generates significant learning.
The
mobile device within
the classroom achieved positive results in the learning processes, all participants perceive and
value the resource as positive, they assume it as a bridge that brings them
closer to the knowledge of other cultures, gives them the possibility to
investigate, to learn values, content of topics and access to reading.
Keywords
Learning, mobile
devices, perception, tablets.
1. Introduction
In the framework of the National
Good Living Plan 2017-2021 and Ecuador's Nine Development Goals, Ecuador's
Ministry of Education presented in 2017 the Digital Education Agenda (2017 –
2021) which aims to "strengthen and enhance the education- learning
process in the National Education System through the increase of innovative
practices that integrate technologies to empower learning, knowledge and
participation" (2019, p. 2).
The Digital Education Agenda is
based on a structure composed of five axes: Physical Axis, Axis of Digital
Learning, Axis of Teaching Development, Axis of Communication and Promotion and Axis of Innovation. According to the Digital
Education Agenda Approach,
the fifth axis on innovation presents the mobile digital classroom as a
pedagogical transformation project that looks for the insertion of technology
into the classroom.
Based on these approaches, Fundación
Telefónica, along with the Profuturo Proposal,
implements the Mobile Digital Classroom Project in 70 public schools in Ecuador
to benefit around 12,600 children and 2,100 teachers. Thus, it is meritorious
to study the perception of educational actors about the use of mobile devices,
in order to review whether teachers and students accept or reject the use of
technology in the classroom.
In addition, another objective is to
analyze the usability of resources in the framework of learning teaching
processes. This topic becomes important when related to educational quality.
The use of technology could be a decisive factor capable of achieving meaningful learning in
education, reason for which the perceptions of teachers and students about the
implementation of the Classroom Digital
Profuturo Project have been analyzed. On the other hand, perceptions were categorized
and these results were related between teachers and school-age students.
For the purpose of this study it is important to review the objective of
the Mobile Digital Classroom Project, which aims to:
Contribute to the
acquisition of skills of children, through technology, and the empowerment of
teachers for the implementation of innovative teaching methodologies
(Telefónica Foundation, 2017, p. 1).
The public educational institution
participating in this research received a set of technological resources from
the Telefónica Foundation. These consisted of a computer, tablets, a charging
hub, a Wi-Fi router, a mini projector and a strip. In addition, the Mobile
Digital Classroom, through the tablet device, has several resources that
students can access under the guidance of the teacher. The digital classroom
offers a base of digital content and activities arranged on its platform: weclass.
Training and accompaniment to
teachers and authorities of the schools where the project was implemented is an
important axis in the implementation of the digital mobile classroom. Teachers
received pre-implementation training of the project. Courses were conducted under face-to-face using the reverse
class methodology and also the training was carried out through a virtual platform weclass.
All these actions occur in the area
of digital learning. It refers to the new teaching and learning practices typical of the digital age. Its objective, for MINEDUC, is to develop
critical thinking, creativity and prominence in solving life's problems
in students and teachers. These strategies must be linked to the environment,
using virtualized digital objects in a playful, visual and intuitive
way. To make this possible,
a decisive factor
is the perception of
teachers and students in the face of digital learning.
Perception is placed within the
so-called basic psychological processes. According to Colmenero
(2014), “perception is as a complex transformation of the effects that stimuli
exert on our sensory systems on information and knowledge about the different
elements, objects and entities of our environment” (2014, p. 46). From this,
perception can be considered as one of the most important psychological
processes, because it is at the basis of our ability to develop in the world.
The definition of perception has
evolved over time. Various disciplines, such as Anthropology, Philosophy and
Psychology have studied this topic. Perception is the cognitive process of
consciousness that consists in the recognition, interpretation and
significance for the elaboration of
judgments (Vargas, 2004, p. 48). It must be emphasized that when talking about
perception, ideological and cultural references are involved that reproduce and explain reality,
in this way they are applied to the various
experiences of the regular basis.
2. Related studies
First, one of the studies
carried out on the subject is that of Arancibia, Cosimo and Casanova (2018), which refers to one of the most recurrent perceptions of teachers in language on the use of ICT in the school context. They
determined that these are important sources for teaching and for preparing the
material. They also point out, as a result of the study, the facilitation of learning thanks
to the use of tools
such as videos, documentaries, power
point presentations, hence, allowing to develop "playful" and
"entertaining" classes. They also maintain the concentration and
interest of students due to the closeness and naturalness with which digital
natives use these technological tools in their daily lives.
Secondly, another study on this
subject is the one published by the electronic educational research journal
entitled “The Perception of the Usefulness of Technology conforms its use to
teach and learn”, study which concludes that technology is beneficial for
achieving learning objectives, selecting curriculum content, organizing time
and space for learning, and improving the quality of learning (Badia, Chumpitaz, Vargas and
Suarez, 2016). It is important to clarify that the participants of the above study
were teachers and the results were not correlated with the perception of the
students.
Thirdly, another study on this subject
is “Using Information Technologies in the Classroom”
(Jaramillo, 2005). Children between 8 and 11 years old participated in this
work. Evidence suggests that, in general, students when using the computer do
not develop arguments around a topic,
nor do they recognize the need for information. In the same way, they do not advance activities that facilitate
the development of products to express their understanding on any subject.
Fourth, another study on this topic
is the one entitled “Perceptions of Young People about the use of information
technologies in the school environment” (Silva, Borrero, and Marchant, 2006),
which points out an important result: students perceive that teachers do not
value ICTs in the teaching/learning process, so they feel that they place
restrictions on use in different subjects. This difference in vision means that
technologies do not enter the school process and leads young people to
establish different strategies for the use of ICTs.
The results of these investigations
provide valuable information. The data show the perceptions of teachers and, on the other hand, of students
in the university field. This study
will provide data on school-age
children and is also intended to categorize students' perceptions about the
educational use of mobile devices and something useful is the possibility that
this research allows to relate the perception of the teacher with the
perception of the student.
3. Materials and methods
This study refers to the case of a
regular educational institution that offers Elementary School. It is located in
the historic center of Quito, capital of Ecuador. Its teaching mode of study is
face-to-face.
This research is descriptive and
qualitative type. The design is non-experimental with a descriptive
cross-sectional type, because the aim is to examine the impact on students' and
teachers' perceptions of the tablet
use. The level
of this research
is descriptive as it seeks to
characterize the impact of the use of tablets on teachers and students.
3.1 Participants
The students from this school who
use the tablet in their learning process participated in this study. The
population is composed of 160 children from the second to seventh year of
Elementary School. The sample was made up of 70 children, 10 teachers and
authorities from the educational community, who authorized the work with the
above sample. The inductive method was used, so that the starting point
was the data provided by children and teachers to carry out the
construction of the categories.
3.2 Normas éticas de investigación Ethical standars of research
Informed consents were signed with research participants (institution managers, teachers and parents). The children signed an informed consent.
3.3 Instruments
Semi-structured interviews with
teachers from the educational institution were conducted in this study, and
focus groups were also created; however, emphasis was placed on the fieldwork with 70 children. 21 are
in the fourth year of Elementary School, 26 children are in the sixth grade and 23 children are in the seventh year Elementary. The instruments used were validated by professionals in
the field of Education and Psychology.
The children participating in this
research make regular use of the tablets in the classroom during the approach
of the different subjects and contents according to the official curriculum in force since
2016. These children
actively collaborated in the proposed
activity of handwriting a letter where they were asked to express their
perceptions of the use of tablets. The children wrote freely with the slogan
that the letter would be read by children from the Amazon region of Ecuador who
did not yet know anything about tablets and their use in the classroom.
3.4 Data analysis techniques
An encoding of the data involving
segmentation in topics was performed to place them in the different categories.
As for these categories, they were determined from the analytical questioning
and mental comparison of the different situations reflected in the data. Part
of the process included an analysis of letters written by children to establish
categories that encompass children's perception on the use of tablets in the
classroom.
3.5 Procedure
Initially an interview was conducted
with the highest authority of the Educational Institution to share the
objectives of the research project and request an authorization to start the study.
Subsequently, the focus group was conducted with the teachers who received training on the use of tablets
in the classroom, in order
to detect their perceptions,
fears and expectations about the use of a digital resource during the classes.
Individual interviews with teachers
were consecutively conducted with the aim of analyzing the pedagogical and didactic
work they perform
during the teaching
process and perception about the educational use of
mobile devices. In a next step, children were included in order to explore
their senses, emotions, perceptions about the educational use of mobile
devices. Subsequently, comments were made during classroom work and the various
activities proposed outside the classroom, specifically in recreational spaces.
The information obtained was classified into categories according to the
expressions of the students.
4. Results
The results obtained in this
research are presented in relation to the objective of "Determining the
perception of teachers about the educational use of mobile devices".
In the focus group
prior to the use of tablets in the study school, teachers
mentioned certain fears
referring to:
·
Fear
of possible damage from tablets.
·
Replacement
of the table in case of damage.
·
Poor
training in the software of the tablets.
·
Commitment to carry out the project at the Institution.
Teachers' expectations can be detected:
·
Digital
resources are an instrument for improving learning.
·
Fears
will go away with the practice.
·
Extended
training to replicate what has been learned.
·
Children
will get to use tablets better than teachers.
·
Parents
will accept the use of digital resources in the classroom.
·
The
software is viable to generate other programs.
In individual interviews, teachers
expressed their experiences in using tablets despite the fears expressed prior
to the implementation of the use of digital resources. They currently value
positively the use of technology in the classroom. They mention that children
have greater openness, that education becomes more practical and that by
manipulating, seeing, observing they learn and understand much more. They also
add that the use of tablets is positive because it is a tool that attracts the
attention of children and, because they like it, they concentrate more. In
addition, teachers refer to tablets as motivating resources that give children
the opportunity to experiment, excel, not limit themselves and go further.
Below are the results that account
for the goal of determining the student's perception of the educational use of mobile devices. Likewise, the categorization of students' perceptions will be observed according to the level of basic general education they pursue and, also, the relationship of perception among
educational actors.
In
the Children's Group of Elementary School,
responses about their
perception of tablet
use were classified into the following
categories:
Figure 1. Categories of 4th grade
One noteworthy aspect is the reference made about the tablet
being used to investigate. It is a remarkably positive indicator because
educational institutions must foster an interest in researching, consulting, discovering and investigating, and this is precisely what children
are referring to. It is observed that the teacher applies "the reverse
classroom" during the teaching process.
The inverted classroom or flipped
classroom is:
A teaching method
whose main objective is for the student to assume a much more active role in
their learning process than the one they traditionally occupied. The main idea
of this methodology is framed in the possibility for the student to review,
study, report theoretical concepts with the support of various resources or
tools (Berenguer, 2016).
The research carried out shows that
the participating teacher motivates their students to carry out a previous
home review of the content that will be addressed in class, the children
carry out that review not only by using internet since not everyone has
electronic devices in their homes or internet
access, children can research
through other resources
mentioned: physical texts, newspapers or information extracted from
their relatives. They come to the school with previous knowledge and also the
possibility of having a time to
review the contents in the tablets. This procedure helps
them achieve meaningful learning as expressed by the teacher.
Significant learning is based on the following idea: "true knowledge can only originate
when new content has a meaning in the light of the knowledge already
learned" (Ausubel, 2002, p. 122).
The group of children in the Fourth
Year of Elementary highlights the methodology of the teacher as motivating and
significant in the research. One of the children expressed that working with
tablets was the best thing that could have happened to him at school because he
learned and had a lot of fun while researching with the tablet.
In the Sixth Grade of Elementary,
the answers were classified into the following categories.
Figure 2. Categories 6th of Elementary
The results of the responses
obtained in sixth graders are directly related to the answers issued by the
fourth-year-old students in terms of
categories. However, the students coursing sixth grade consider that the use of tablets
is directly related
with learning and fun.
These two categories reach exactly the same percentage and a minimum percentage
considers the tablet as a resource to investigate. In this group there is
another category related to reading.
Another group of children consulted
expresses that the tablet is used to
read, this relates directly to what is referred by the teacher responsible for
this group of children. In the interview the professor mentioned that the tablet
is a good resource for children to read, especially stories as they consider the information loaded on the tablets to be very basic and poor. On the other hand, one of the children of this group expressed that using the tablets is "great", it is like using a
book, but it is also possible to find stories, word search and many more things".
In the children's group of seventh
grade, the responses that show children's perception of the tablet were
classified into the following categories:
Figure 3. Categories of 7th grade
Two new categories appear in the
seventh grade: communication and information. Communication is related to the use of social networks and information with the possibility of using the tablet as a
resource to obtain information. These two categories were not
observed in the previous study
groups. At this point, it is considered relevant to mention that seventh-year students aging from 11 to 12 benefit
when they do things with their peers. At this stage they "develop skills
necessary to practice
sociability and intimacy, which allows them to
have a sense of belonging" (Papalia, 2012, p. 336). This feature of the development
stage of this group of children relates to the ideas they mention about the
correlation between tablet use and social media. Children in this age
"learn roles and rules as well as leadership, cooperation, and communication skills" (Papalia [2012],
336). This last aspect
– communication - has a direct involvement with social networks. It
should be clarified that in the classroom, teachers do not allow the use of
social networks, the resources used are not aligned to this topic; however, the
idea provided by children of this age should be considered.
The
students in this group confirm
what the students
of fourth and sixth grade
have pointed out, i.e., they
perceive the tablet as a resource of learning and having fun.
5. Discussion and conclusions
Significant results were found in
this study, since it is observed that 75% of children participating in this research
associate the use of the tablet with learning. They mention that the digital resource allows them to
access information in areas related to the subjects that are part of the
curriculum. They also add that it serves them to "study" by referring to their pre-performance
preparation of academic assessments.
Therefore, if tablets allow
learning, it would be important to analyze educators' teaching strategies,
i.e., consider the possibility that tablets also serve to teach thinking that
technological resources are means to obtain the knowledge. However, it must not
be forgetten that these are not an end in itself. The
methodologies used in the classroom must be aligned to the surrounding world
and respond to the interests of the students achieving a motivation to
learning.
Several studies have shown that
improving the teaching-learning process is directly linked to the motivational
factor. Ospina (2006) stated that “one of the most relevant aspects for
learning is motivation and there is no doubt that when motivation does not
exist, students hardly learn” (p. 158). Students
participating in this study showed signs of being motivated against tablet use. Their
teachers also report positive aspects in the attitudes of students that would
demonstrate a good level of motivation towards
the use of the device,
this would facilitate learning.
On the other hand, something that
can be valuable is the perception that students express when referring to the tablet
as an optimal resource to investigate. This is considered highly positive in view of the need for educational
institutions to promote an interest in researching, consulting, discovering and
investigating, and this is precisely what children are referring to.
Ossa Jorge (2005) in his study
“Educate is to teach to investigate, research as a process of formation”,
affirms the need to "demystify research with the aim of eradicating the
myth that research is unattainable" (p. 526). Human beings can investigate
in view that being human means being curious. Being an inquirer is not an elite
business, it is natural to the human. Therefore, investigating at an early age
allows the early development of scientific acquisition strategies.
If the tablet is seen as a resource
for research, fact internalized in students, then teachers and the education system
in general already
has an excellent tool, a resource that can report quality access to knowledge. In
this sense, a strengthening of the use of the resource is required in order to
sustain and improve the student's view of this technological resource.
Additionally, the fourth-year children participating in this study claim that the tablet
allows them to carry out activities related to research. A relevant fact
is that this result relates directly to the methodology used by the teacher
responsible for the group, since it emphasizes
research, awakening interest
and curiosity in the inquiry
of topics related
to the areas of curriculum. The teacher considers that
a book is limiting and that the internet and technology allow the students to
go beyond what is established in the ordinary curriculum, thus, the professor
daily runs the methodology of the reverse classroom to allow a more dynamic
learning, and participatory with many possibilities of interaction between students. The use of the tablet for teachers
is a key resource
that allows the implementation
of innovative methodologies in the classroom.
If thinking as Leiva
(2008) who claims that teachers believe that the origin of the conflicts that occur in their educative centers
is mainly social (51.3%), we can provide
more value to the judgment issued
by children about the tablet as a vehicle
of knowledge to other realities. In the same research, 23% of teachers
consider that the origin of conflicts in their schools
is emotional. 15.4% of teachers value the origin of conflicts in the
cultural dimension, while only 10.3% believe that this origin occurs in the
academic field itself. This result is relevant since it confirms a tendency
among teachers to conceive that school conflicts increasingly have a social
dimension instead of a purely academic (Leiva, 2008,
p. 5).
It is therefore concluded that
interculturality must be proposed and worked in educational institutions in
order to generate attitudes that, based on respect for other cultures, overcome the deficiencies of cultural relativism. Respect and appreciation of other cultures will lead to coexistence, a scant virtue
in our society. According to the perception of students and
teachers, the use of the tablet would then allow to know other cultures through
the search in programs like google. This is possible thanks to the project's
tablets with internet access. This activity
should be proposed
and guided by the teacher in view of the knowledge that the resources previously
installed on the tablet do not
include any element that facilitates this knowledge.
The
proposal to use the tablet
in various activities as mentioned above requires the creative
and innovative capacity of the teacher. However, it also requires sustained and
regular training that also gives teachers the security to solve classroom processes.
It
is also important to consider
the unwillingness towards
the use of an innovative resource. Prior to the start of the implementation of the Digital
Classroom Project, teachers
expressed fears about some aspects of the lack of training received. In
this sense, the also mention the lack of practice with the tablet before its
use in the classroom with students.
For some teachers, the tablet could
be related to a threat since many consider that children are digital natives
versus teachers as digital immigrants. The use of the tablet lowered the levels
of fear against the use of a digital resource unknown to many, especially for
those teachers who are over 45 years of old and have
a long history in the Ecuadorian Education.
Teachers also expressed fear of
physical damage to the electronic device and questioned how the return of the
electronic device would be made in case of damage caused by the same teacher or by one of the
students. It should be emphasized that teachers who work at elementary (second,
third and fourth year) show more fear for the damage of the tablets in relation
to those teachers at the other levels (fifth, sixth and seventh grades) and mention
that children at an early age do not
take care of their objects, and they also indicate that prior to the use of
tablets it is advisable to spend time preparing students in the optimal care of
the device. These aspects highlight the need to train teachers and think about
pre- implementation work of projects with students, it is important to
determine needs, make an adequate diagnosis based on this plan and execute
projects linked to the community, institutional and personal needs.
Another aspect that children refer
to is the possibility of learning mathematical operations, through the use of
tablets, a process of great relevance in elementary school. In this study,
participants show interest in technological use linked to learning Mathematics.
Other children also refer to a
learning of values through the use of tablets, this aspect is related to the
National Agreement announced by the Ministry of Education (MINEDUC, Vuelven a las aulas el maestro, los valores
y la alegría, 2019) where it is mentioned that values
will be recovered through education. For this reason, incorporating resources
in tablets that support the work of Education in values aimed at fulfilling the
development of citizen capacities would optimize the desired results
in this current
national agreement. The discourse of the highest authority
of the Ministry of Education seems to be internalized by the teachers
participating in this study and, therefore by the children who tend to
replicate not only the discourse but the attitudes of those who consider their
model: the teacher/authority.
Another aspect that the children
participating in this study mention is the possibility of reading stories in
this digital resource. Reading allows a highly significant contribution to the
learning process. This aspect has been considered by the Ministry of Education which states that "the absence
of reading activity
is one of the great weaknesses in the construction of the sense of citizenship
in Ecuador" (MINEDUC, Textos escolares
y lectura en el sistema educativo, 2018).
Therefore, the Ministry of Education
promotes projects that seek to strengthen motivation and a desire for reading
throughout the educational community, not just for students. In fact, a web portal
of the same Ministry states that "if teachers do not read, we will hardly be able
to have students to do so". Consequently, if the use of the tablet
in the classroom allows the
approach and possibility to read, this process should be strengthened and
aligned with other government projects such as the "National Plan for the
Promotion of the Book and Reading of Ecuador,
based on a public policy covering the main problems
related to reading stimulus in Ecuador"
(Ministry [2019], p. 4). This project also determines the need to encourage
reading behaviors and reading consumption to promote an equitable and sovereign
society, as determined by the Organic Law on
Culture in Articles 120 and 126. The fulfilment of this constitutional
mandate is the responsibility of the Ministry of Culture and Heritage and the
National Government" (Ministerio, 2019, pág. 4).
While it is true that the
implementation of this project is the responsibility of the Ministry of Culture
and Heritage, efforts must be unified between that Ministry with the Ministry
of Education in addition to the private company - as is the case of Fundación
Telefónica - in such a way that results, in the field of reading processes,
have a significant impact on learning-teaching
processes. If children
perceive and value the tablet
as an optimal resource for
reading and discover it as equal to
a book, it would be appropriate to propose activities articulated with the use of the tablets at all levels of education, further encouraging reading in teachers.
To
conclude the discussion regarding children's appreciation of the tablet
as an educational resource, it can be concluded with the idea of the
importance of fun learning or, by its counterpart, the fun led to meaningful
learning. In fact, any educational process should be perceived by a child as a
space of fun that allows learning for life.
In the application of tablets as a
resource in the classroom, it has been understood in this study that the
guidance, perception, assessment and acceptance of the digital resource by the
teacher has a direct and considerable influence on the perception of students.
Therefore, the role of the teacher in the classroom through
the use of the tablet will have a significant
impact on the perception, use, usefulness and assessment that the students
have of the digital resource directed towards a motivation for learning.
Therefore, sustained teacher training is required with monitoring and
evaluation processes that allow for adjustments in the implementation of the
Digital Classroom Project as well as the use of other innovative methodologies
in the classroom.
It is clear that the tablet as a
digital resource in the classroom has achieved positive results in the learning processes. All participants perceive
and value the resource as positive. They assume it as a bridge that brings
them closer to the knowledge of other cultures. It gives them the ability to
research by generating meaningful learning.
This research gives light into improve
student´s academic performance by using a tablet.
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Acknowledgment
The authors thank Fundación Telefónica and its team ProFuturo project. In addition, the inter-agency collaboration required to present this work was made possible by the Ministry of Education of the Republic of Ecuador within the Digital Education Agenda 2018-2021. Finally, the recognition is extended to the research team of PUCE "Project Digital Classrooms Fundación Telefónica", Burgos Jorge, Cruz Silva Jorge, Egas Reyes Verónica, Loza Aguirre Edison, Maldonado Garcés Verónica, Miranda Orrego María Isabel, Rivas Toledo Alexis, Roa Marín Henry and Salao Sterckx Emilio. The students, Grijalva Alvear Isaac, León Bayas Cristina, Terán Paz and Miño Daniela, Rivadeneira Yépez Ana Dominique.
Authors
VERÓNICA MALDONADO-GARCÉS obtained her Master's degree in Early Childhood Education and Special
Education with a double degree from the University of Cadiz and the Equinoccial University of Technology (2007). She obtained a
degree of Educational Psychologist at the Salesian Polytechnic University.
She is currently a professor and
researcher at the Pontifical Catholic University of Ecuador. Her line of research
covers psychological and educational processes, as well as issues of
disability, inclusion and diversity.
Jorge Balladares Burgos obtained his PhD in teacher training
and ICT in education at the University of Extremadura (Spain) in 2017, and
achieved the extraordinary prize of doctorate 2016/2017 awarded by the Council
of Government of the University of Extremadura.
He obtained a Master's degree in Technologies applied to the management and teaching
practice in 2012, and the title of Master in Philosophy in 2005 at the Pontifical Catholic University of Ecuador.
He obtained a Bachelor's Degree in Philosophy in 1997 and a Professor of Middle and Special Education in
Philosophy in 1996 at the University of El Salvador (Argentina).
He is currently a professor at the
Universidad Simón Bolívar and the Pontifical Catholic University of Ecuador.
His main research topics include digital education, teacher training, ICT
applied to education, online education, hybrid, mobile and disruptive,
educational innovation, public education policies; ethnophilosophy, digital
ethics, digital educational inclusion and digital humanism.
Alexis Rivas Toledo is a Doctor of Ecology at Autonomous University of Madrid, Spain; Master
in Social Anthropology from the Center for Research and Higher Studies in
Social Anthropology-CIESAS of Mexico City, Mexico; Social Anthropologist,
Pontifical Catholic University of Ecuador-PUCE, Quito.
He is a research professor specialized in political systems, ethnicity, democracy, ecological sustainability, health and medical anthropology. He studies the role of NGOs and civil society for the creation of social movements, ethnic identities, public policies and democratization. He has been a guest professor at the Polytechnic School of the Littoral- ESPOL, Guayaquil, Ecuador, FLACSO campus Ecuador, Universidad Internacional de Andalucía-UIA, Spain. He teaches at the Faculty of Medicine-PUCE.