Percepción docente sobre el uso de Google Classroom para promover interacciones comunicativas con estudiantes de secundaria en una institución educativa pública de Lima Metropolitana
Date
2023-04-17
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Pontificia Universidad Católica del Perú
Abstract
Esta investigación tuvo como propósito analizar las percepciones de los docentes
de secundaria sobre el uso de Google Classroom para las interacciones
comunicativas con los estudiantes de una institución educativa pública del distrito
de Carabayllo, Lima.
La investigación corresponde al enfoque cualitativo y diseño fenomenográfico bajo
el paradigma interpretativo. Se elaboró un instrumento que fue validado por juicio
de expertos. Las percepciones de los docentes se obtuvieron a partir de una
entrevista, que permitió describir la percepción de los docentes de secundaria sobre
la influencia del uso de Google Classroom en las interacciones comunicativas con
los estudiantes.
La conclusión principal es que los docentes perciben que el uso de Google
Classroom favorece la interacción comunicativa con los estudiantes. Los hallazgos
más relevantes, en la subcategoría de percepciones del docente sobre las
relaciones afectivas al usar Google Classroom, es que se ha fortalecido el vínculo
entre estudiantes y docentes, ya que la plataforma cuenta con espacios de
participación sincrónica y asincrónica. En la segunda subcategoría de percepciones
sobre la gestión y la comunicación, se encontró que los docentes perciben que el
uso de Google Classroom les ha favorecido, al permitirles sistematizar información
e interactuar ordenada y personalizadamente. Finalmente, en la subcategoría de
percepciones sobre la educación virtual a través de esta plataforma, los docentes
perciben que se ha favorecido el proceso de enseñanza-aprendizaje al facilitar el
aprendizaje autónomo del estudiante en la construcción de su conocimiento a través
de trabajos colaborativos en el entorno virtual.
The purpose of this research was to analyze the perceptions of secondary school teachers about the use of Google Classroom for communicative interactions with students of a public educational institution in the district of Carabayllo, Lima. The research corresponds to the qualitative approach and phenomenographic design under the interpretive paradigm. An instrument was developed that was validated by expert judgment. Teachers' perceptions were obtained from an interview, which made it possible to describe the perception of secondary school teachers about the influence of the use of Google Classroom on communicative interactions with students. The main conclusion is that teachers perceive that the use of Google Classroom favors communicative interaction with students. The most relevant findings, in the subcategory of teacher perceptions about affective relationships when using Google Classroom, is that the link between students and teachers has been strengthened, since the platform has spaces for synchronous and asynchronous participation. In the second subcategory of perceptions about management and communication, it was found that teachers perceive that the use of Google Classroom has favored them, by allowing them to systematize information and interact in an orderly and personalized way. Finally, in the subcategory of perceptions about virtual education through this platform, teachers perceive that the teaching-learning process has been favored by facilitating autonomous student learning in the construction of their knowledge through collaborative work in the virtual environment.
The purpose of this research was to analyze the perceptions of secondary school teachers about the use of Google Classroom for communicative interactions with students of a public educational institution in the district of Carabayllo, Lima. The research corresponds to the qualitative approach and phenomenographic design under the interpretive paradigm. An instrument was developed that was validated by expert judgment. Teachers' perceptions were obtained from an interview, which made it possible to describe the perception of secondary school teachers about the influence of the use of Google Classroom on communicative interactions with students. The main conclusion is that teachers perceive that the use of Google Classroom favors communicative interaction with students. The most relevant findings, in the subcategory of teacher perceptions about affective relationships when using Google Classroom, is that the link between students and teachers has been strengthened, since the platform has spaces for synchronous and asynchronous participation. In the second subcategory of perceptions about management and communication, it was found that teachers perceive that the use of Google Classroom has favored them, by allowing them to systematize information and interact in an orderly and personalized way. Finally, in the subcategory of perceptions about virtual education through this platform, teachers perceive that the teaching-learning process has been favored by facilitating autonomous student learning in the construction of their knowledge through collaborative work in the virtual environment.
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Keywords
Educación secundaria--Perú--Lima, Tecnología educativa, Internet en la educación--Perú--Investigaciones, Personal docente--Actitudes
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