高中教育系统中远程教育的数字能力。研究案例:加入UAEMex的机构

Alejandro Higuera-Zimbrón, E. Rivera-Gutiérrez
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摘要

本文的目的是根据联合国教科文组织(2019年)的建议,确定对高中教师应具备的数字能力的看法。案例研究是针对墨西哥自治大学附属学校的。这种现象在大流行期间和大流行后有其根源。这项研究是基于对不超过10年前的最新研究的回顾。方法设计是定性的,采用基于纳入UAEMex的学校的教师人数的案例研究方法。在2020-2021学年期间,一种名为e-Open的工具(Rámirez和Tenorio, 2021)被改编并用于500名高中教师的样本。数据收集通过问卷调查进行,问卷调查通过谷歌表格平台应用,根据教科文组织框架(2019年)中开放教育建议的能力衡量e-Open工具建立了数据收集和分析程序。对信息的分析是从通过问卷调查获得的数据中描述和叙述的。数据以条形图的形式显示。调查结果显示了文书五项建议与31个项目的百分比,教科文组织(2019年)。有证据表明,70%的教师具有ICT能力发展。该机构筹集了70%的制定扶持政策。但50%的人认为信息通信技术的获取是有效、包容和公平的。此外,55%的人认为需要创建可持续发展模式,最后80%的人认为应该加强教师的国际推广模式。总之,本研究支持在中等教育系统中分散数字能力的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital competences in distance education for high school education systems. Study case: institutions incorporated to the UAEMex
The purpose of this paper is to identify the perception of digital competencies that teachers should have at the Upper Secondary Level (NMS) based on the recommendations of UNESCO (2019). The case study is for the Schools Incorporated to the Autonomous University of the State of Mexico. The phenomenon has an origin during and post pandemic. The research is based on a review of recent studies no more than ten years old. The methodological design is qualitative, with a case study method based on the population of teachers of the schools incorporated to the UAEMex. An instrument called e-Open (Rámirez and Tenorio, 2021) was adapted and used for a sample of 500 high school teachers during the 2020-2021 school year. Data collection was carried out through questionnaires that were applied through the google forms platform, establishing the procedures for data collection and analysis according to the e-Open instrument for the Measurement of Competencies Recommendations for Open Education in the UNESCO Framework (2019). The analysis of the information is described and narrated from the data obtained through the questionnaire. The data is displayed in bar graphs. The results of the surveys show the percentages with respect to the five recommendations of the instrument with the 31 items, UNESCO (2019). The evidence supports that 70% of teachers have ICT capacity development. The institution raised 70% the development of support policies. But 50% considered that access to ICT was effective, inclusive and equitable. In addition, 55% considered that the creation of sustainability models is required, and finally 80% considered that international promotion models for teachers should be strengthened. In sum, this study supports the importance of dispersing digital competencies in secondary education systems.
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