Pedagogic innovation in the process of teaching learning with digital means: Educational Unit October Nine, Guayaquil
Keywords:
Digital strategy, learning, digital tools, innovationAbstract
Introduction: This study arises from the need to verify the changes that exist in the educational institution due to the impact of digital media on the teaching-learning process, which requires pedagogical innovations that must be applied flexibly for the acquisition of knowledge, through the use of educational digital tools that are easily accessible, allowing them to be applied synchronously and asynchronously, and facilitating knowledge. At the Nueve de Octubre Educational Unit in Guayaquil, in the evening shift, there is a need to continue including strategies that include digital tools to bring students closer to the computer reality of the environment. Materials and methods: A mixed research approach was applied, combining qualitative and quantitative methods, for which it was necessary to use various sources of information as a result of academic research, publications, conferences and educational practices. In this research, interviews with teachers and a survey of students from the institution were applied as empirical methods in order to obtain data that allow understanding the problem investigated in the Educational Unit. Results: As a result, methodological guidelines are proposed for pedagogical innovation in the teaching-learning process with digital media. Likewise, this research revealed the limited level of knowledge that teachers have about the use of digital tools. Therefore, it is essential that the Nueve de Octubre educational institution implement courses or training programs that promote and reinforce the proper use of these resources, which will facilitate the development of new digital skills among teachers. Discussion: From pedagogical innovation through digital applications or platforms, actions are promoted that can lead to meaningful learning. Teachers must include digital strategies based on considering the teacher's pedagogical practice in relation to the problem; as students have new learning challenges in these digital environments. Conclusions: It is important to incorporate into the planning process spaces for socialization, feedback and monitoring in academic learning environments, which promote the implementation of ICTs that benefit all learning actors.
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