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Teaching and learning in times of COVID-19: Uses of digital technologies during school lockdowns

Author
Pozo, Juan Ignacio; Pérez Echeverría, María Puy; Cabellos Elipe, Beatrizuntranslated; Sánchez, Daniel L.
Entity
UAM. Departamento de Psicología Básica
Publisher
Frontiers Media SA
Date
2021-04-29
Citation
10.3389/fpsyg.2021.656776
Frontiers In Psychology 12 (2021): 656776
 
 
 
ISSN
1664-1078 (online)
DOI
10.3389/fpsyg.2021.656776
Funded by
This work was supported by the Ministry of Innovation and Science of Spain (EDU2017-82243-C2-1-R)
Project
Gobierno de España. EDU2017-82243-C2-1-R
Editor's Version
https://doi.org/10.3389/fpsyg.2021.656776
Subjects
constructive learning; COVID-19; digital technologies uses; learning and teaching conceptions; learning outcomes; reproductive learning; Psicología
URI
http://hdl.handle.net/10486/703100
Rights
© 2021 The Authors

Licencia Creative Commons
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.

Abstract

The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies
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Google™ Scholar:Pozo, Juan Ignacio - Pérez Echeverría, María Puy - Cabellos Elipe, Beatriz - Sánchez, Daniel L.

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  • Producción científica en acceso abierto de la UAM [15086]

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