Non-cost proposal to reduce educational-technological inequity during confinement in Chile

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DOI:

https://doi.org/10.21703/0718-5162.v21.n45.2022.004

Resumo

Introduction: In Chile, Social inequity becomes a critical factor that prevents the successful implementation of an online curriculum due to the unbalanced distribution of technological resources. During Covid-19 confinement, even there is a multichannel approach from the Ministry of Education to provide educational material to families, e-learning stands as the only available option for formal instruction. Objective: This study aimed to reduce educational-technological inequity during confinement 2020 in Chile through a non-cost feasible proposal. Material and Methods: The study was applied research under a mixed approach paradigm. To get to the main objective, two specific objectives were set: (1) To determine the contextual challenges related to technology that prevent online implementation of courses in Chile (2) To determine popular technological resources in Chile that can be used for educational purposes. To accomplish this investigation's objectives, a checklist based on Aldowah's questioner and an analytic matrix were used. Conclusions: A feasible contribution to educational-technological equity during confinement 2020 in Chile is to use Facebook® for collaborative learning, lectures, oral presentations, reading comprehension, written production, discussion, creative learning, and feedback, since it can support all these types of activities, in a free-internet-access mode, supported for multi-device, which increases the opportunities of participation of all Chilean students in online classes.

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Biografia do Autor

María Mercedes Yeomans Cabrera, Universidad de Las Américas

Profesora Asociada de la Escuela de Educación  y Asesora Curricular en la Universidad de Las Américas. También es editora de inglés en la Revista REA y parte del comité de administración de The Mackay School. Es Doctoranda en Educación, tiene un Magíster en Gestión Educativa, y un Magíster en Recursos Humanos y Habilidades Directivas. Sus investigaciones están relacionadas con la educación, la salud mental y la actividad física.

Alicia Silva Fuentes, Universidad de Las Américas

Directora y profesora en Talkative Academy. Profesora de Inglés y Licenciada en Educación. Investigadora y coautora en publicaciones académicas en las áreas de educación en línea, curriculum, adquisición de idiomas y psicología clínica.

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2022-04-01

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Yeomans Cabrera, M. M., & Silva Fuentes, A. . (2022). Non-cost proposal to reduce educational-technological inequity during confinement in Chile. REXE- Revista De Estudios Y Experiencias En Educación, 21(45), 70–86. https://doi.org/10.21703/0718-5162.v21.n45.2022.004

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