Estrategia pedagógica del uso de los recursos digitales para la educación remota
Anthony Billy Bazurto-Mendoza, María Angélica Vera-Peña, Washington Fernando Maliza Muñoz, Víctor Gustavo Gómez Rodríguez
Abstract
This article addresses the implementation of pedagogical strategies based on the use of digital resources in emergency remote education (ERE) in Ecuador, in response to the Covid-19 pandemic. The research reveals that, despite increasing digitization, there is a notable lack of knowledge and familiarity with artificial intelligence (AI) among teachers, which limits its effective integration into the educational process. Forty-four percent of educators report occasional contact with AI, while 25% almost never inquire about the topic, evidencing a disconnect between interest in AI and teacher training in new technologies. The results indicate that teachers consider it essential to strengthen their digital competencies, as well as to improve the planning and evaluation of their classes. Although motivation and dynamics in the classroom are relevant, a greater focus on the integration of technology in teaching is required. In addition, prompts for the elaboration of academic reports and active learning activities are proposed, aimed at improving students' academic and socioemotional performance. In conclusion, the lack of adequate training in emerging technologies represents a significant barrier to the adoption of AI in education. The need for continuous training for teachers is emphasized, in order to enhance their ability to integrate digital tools in their pedagogical practices and thus improve the quality of education in the current context.