Given the current pandemic emergency (COVID-19), it is necessary to have updated information on the educational reality of Ecuador. Education, in any situation, should be a priority and should never stop, which leads to adapting the curriculum to the emergency through virtual classrooms; although they already existed before, not all schools and students used it to the same extent. The aim of this research is to translate into a theoretical framework the management of virtual classrooms from the teachers' point of view within the framework of the new educational normality. A methodological design with a mixed approach was used. The qualitative paradigm was applied, of the phenomenological-hermeneutic type, and an interview with 5 teachers was used as an instrument. The quantitative technique was also applied, using a questionnaire as an instrument. The sample consisted of 50 teachers from a high school in the city of Quito, Ecuador. Most teachers have assumed with real commitment their management of teaching and learning in virtual classrooms and recognize the importance of the use of technological tools and their contribution to education. The support of the authorities on duty is required so that teachers are continuously trained and can face any crisis in the educational field; thus, achieving an adequate structure that allows teachers and students to be at the forefront of the technological demands that society currently requires.
Patiño Fernández Azucena del Rocío, Technological Indoamerica University. Ecuador
Guillen García Samary Elizabeth, Technological Indoamerica University. Ecuador
Meneses Vásconez Paulina del Rocío, Technological Indoamerica University. Ecuador
Stream: Primary & Secondary Education
This paper is part of the BCE2021 Conference Proceedings (View)
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