Analysis of the impact of sociotechnical practices and access to ICT in educational processes and practices at the University of Cuenca in the context of Pandemia by COVID-19

The Covid-19 Pandemia forced to redesign activities in areas such as health, work and education by face-to-face to digital platforms. Remote emergency teaching (ERE) intensified the use of technologies and revived the debate on the inclusion of ICT in education. In the Global South the challenges of the digital gap were more demanding, to the old problems on access to infrastructure and technological resources, challenges about technological and pedagogical abilities for virtual teaching were added. In this context, this project will examine the impact of sociotechnical practices and access to ICT, teachers and students during the pandemic, in the teaching -learning process at the University of Cuenca. The evidence shows that the incorporation of technologies in education is not only a technical problem. Therefore, our analysis focuses on the process that intertwines digital technologies, students, teachers and managers in the context of the ERE. We propose educational practice as a concept inspired by the Social Studies of Science and Technology (CTS) that enables the articulation of technological, competencies and pedagogical moments present in the most influential models of the development of digital competences in the educational field -Digcompedu and TPack-. This work uses a mixed methodology with a qualitative moment that accounts for the relationship of technological elements and their social adoption, and another quantitative that relates resources and technological infrastructure and the development of digital skills.

XIX UNIVERSITY COMPETITION FOR RESEARCH PROJECTS