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Pedagogical knowledge, from an
analogical to a digital educational
situation, regarding the COVID-19
pandemic
El saber pedagógico, de una situación educativa analógica
a la digital, a propósito de la pandemia por el COVID-19
Guillermo Andrés Castro Rozo
*
Sandra Paola Castro Rozo*
Abstract
A brief exposition and reflection on the meaning of the construction of
pedagogical knowledge for the analog teacher, in a conventional
classroom, converted into a digital one, due to the preventive isolation in
the face of the pandemic contingency resulting from COVID-19. This
research bets on the linkage of the actors of the educational community
(parents, guardians and students) who at times have remained distant from
the new pedagogical trends in the global context. Therefore, the
methodology used is the collection and analysis of pedagogical
experiences mediated by information technologies. Analysis from
experiences that involve students and their families in new learning
scenarios.
Keywords: education, digital, analog, comprehension, teaching-learning.
Dr.C, Corporación Universitaria Minuto de Dios.
Bogota, Colombia,
Guillermo.castro@uniminuto.edu,
https://orcid.org/ 0000-0001-9920-9821
Dr.C, Corporación Universitaria Minuto de Dios.
Bogota, Colombia, sandrap.castro@uniminuto.edu
orcid.org/0000-0002-0848-9774
Article
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Resumen
Una breve exposición y reflexión de lo que significa la construcción de
saber pedagógico para el profesor análogo, en aula convencional,
convertido en digital, por el aislamiento preventivo frente a la contingencia
de la pandemia producto del COVID-19. Esta investigación apuesta por la
vinculación de los actores de la comunidad educativa (padres, acudientes
y estudiantes) que por momentos han permanecido alejados de las nuevas
tendencias pedagógicas en el contexto global. Por lo tanto, la metodología
usada es la recopilación y análisis de experiencias pedagógicas mediadas
por tecnologías de la información. Análisis desde experiencias que
involucran a los estudiantes y sus familias en nuevos escenarios de
aprendizaje.
Palabras clave: educación, digital, analógico, comprensión, enseñanza-
aprendizaje.
Introduction
Educational institutions face two main challenges that will be
addressed, the first is the integration and adaptation to the digital
tools based environment, and the second is the philosophy of
distance learning. The first consists of promoting spaces such as
hypermedia and interactive networks to generate collective
intelligence and autonomous learning. The second, in recognizing
the skills that students acquire when they are in permanent contact
with the information society. Therefore, we integrate a proposal of
pedagogical reflection through the field of educommunication and
towards the practice in the creation of favorable environments that
meet the educational needs of the region, to inquire about the
technological mediation in the processes of interaction and
interactive relationship. Several reflections raised throughout the
writing of the article are collected; the different challenges for the
educational sector are outlined and it highlights the need to create
skills and training capabilities around digital tools, which allow to
respond in a concrete and accurate way to the current context that
the educational field is going through in the country.
In order to problematize the topic of discussion on the
transformations that a new reality in the educational process raises
with the strengthening of education mediated by the New
Communication and Information Technologies, which is deepened
as a result of the pandemic caused by Covid - 19, it is necessary to
achieve a conceptualization of necessary terms.
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The first of them is that of learning environments which have been
approached in different ways and therefore their conceptions have
varied from the approach that each theorist has managed to
consolidate, even so for the development of this article, learning
environments are "Environments" (Perez, 2009 p 10) that in its
interior possesses "a set of internal, external and psychosocial factors
that favor or hinder interaction (...) "subject" that acts on the human
being and transforms it (...) where its ultimate goal is to achieve
learning" (Romero, Martinez and Vásquez, 2017, p. 76) and
therefore also "is a pedagogical and systemic process that allows
understanding, from a different logic, the teaching-learning
processes of the school" (Romero et al, 2017, p. 76).
To understand it in its deepest sense, it is necessary to define some
of these factors that intervene in learning environments such as "the
space where action takes place, the interactions between participants,
the curriculum, the contexts that problematize learning and the
didactic and technological resources" (Romero et al, 2017, p. 77).
The space will refer to the place "where the process of knowledge
acquisition occurs (...) there, participants use their abilities to interact
with artifacts and create with them knowledge that leads them to be
mediators in the construction of their learning" (Pérez et al, 2009, p.
4), therefore it is the place where the teaching-learning process
occurs and where interactions between subjects take place, therefore
variants such as its architecture, the environment and how it is
organized for the learning process is of utmost importance. For a
long time the definition of learning environments was placed in
spaces where the act of teaching takes place and its vision was
limited compared to the broad definition we propose. Even so, it
continues to be an important variable when approaching the subject.
The second component refers to the interactions that occur in the
process, where two or more actors, through communication,
generate an exchange of ideas that enable the construction of
knowledge. In addition to "the patterns of behavior that are
developed in it, the type of relationships that people maintain with
objects, among people, the roles that are established, the criteria that
prevail and the activities that are carried out" (Duarte, 2003, p.8).
With regard to these roles, we will mainly highlight the role of the
teacher, who among others plays the role of mediator, guide and
enabler of the construction of knowledge from the generation of
content to share; the role of the family, which should be of
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accompaniment and active participation to overcome the difficulties
that the student may face, as well as the institutional strengthening,
which allows collective work, from the recognition of the other. And
finally the student, who will be the center of the teaching process,
who must then have an active, constant, dialogic participation that
empowers in relation to others.
Both the physical space and the interactions are interrelated. From
the configuration of the space, the relationships between the relevant
actors in the teaching process are transformed, this will be of great
importance for the discussion that we propose, since the virtual
exercise radically transforms the situation of the school as we had
handled it so far.
As learning environments are also pedagogical processes, the
discussion on the curriculum, i.e. on contents, didactics, training
times, evaluation methodologies, among other elements, becomes
necessary. In view of this, the discussions revolve around curricula
that propose a problematization of the environment from daily life,
from immediate experience, that is, a contextualized education that
converts the acquisition of new knowledge into a meaningful action.
As with space, as with interactions, the context of education from
ICT's is also transformed, therefore, the modification of the
curriculum, facing a situation that prioritizes the virtual must be
done, without losing clarity about the purpose, contextualized
education, which allows the student to build knowledge from
problem solving. This curricular element also entails reflections in
terms of the pedagogical approach that problematizes the
environment and from there performs its didactic exercise.
For example, for Tenorio (2015) who in turn cites Jonassen, (2000)
and Lefoe, (1998) where he mentions that "within an ICT-mediated
learning environment, it is important to take into account elements
that promote the construction of learning within an educational
experience" (p. 24).
These dimensions, from a constructivist approach, allow us to
enhance the teaching and learning process, even with the mediation
of virtual resources and tools, which will be our next element to
develop. Regarding the concept of mediation we will define it "as
those symbolic or material tools and strategies that constitute a
bridge for the construction of knowledge, learning and pedagogical
interactions between subjects" (Romero et al, 2017, p. 88) and
following the development of these authors, there are around three
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mediations. Pedagogical mediation, symbolic mediation and finally
technological mediation, we will focus on the latter.
We start from technology as a phenomenon of everyday life at this
time, which has allowed a constant exposure to contents that manage
to generate learning and therefore are tools that strengthen cognition.
On the other hand, this situation has transformed the realities of the
traditional school, since it has removed elements that until now were
immovable, such as space, content and how. Now, technology shows
us that it has transformed even the learning environments. As
Tenorio (2015) mentions:
ICT-mediated learning environments (...), have incorporated
technological elements and tools in their planning, not only for
technical purposes (technological material such as computers
and Internet connections), but also with the aim of innovating
educational practices to improve teaching and learning
processes. (p. 26)
Materials and methods
The methodology seeks to respond to the objective of introducing
new digital tools that promote the use of information and
communication technologies (ICT), with an active and participatory
methodology that are feasible and practical to use by teachers from
the work in virtuality.
In the current context, reflections and educational work highlight the
need to think about appropriate methodologies that can add to the
pedagogical training of students, as well as to the training of teachers
and educational institutions in general. In this way, digital tools open
possibilities and alternatives in virtual training in pandemic contexts
and as an alternative in the educational continuity in the country.
In this sense, creativity and the use of practical digital tools make it
necessary to acquire knowledge in their use, in the knowledge about
them, in knowing how, when and why to use them and to put them
to interlocutar according to the formative needs that one has. The
methodology used is the collection and analysis of pedagogical
experiences mediated by information technologies.
Results
One of the main functionalities to be promoted through this
experience is the multiplicity of educational resources that allow
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generating learning spaces that favor easy accessibility to low-
income populations, that is why it was integrated as a tool that can
contribute positively under a series of adaptations of new dynamics
for its implementation.
Traditional pedagogical resources have served as support in the
classroom; however, new alternatives must be considered for better
results, especially when we are carrying out processes from early
education that require a well-structured transformation for their
effective stimulation in this new reality of alternation, up to basic
secondary education.
In view of the expected results, two reflections stand out, the first
one referring to the theoretical discussion of the transformation of
learning environments with the arrival of new information and
communication technologies and the transition to a hyperconnected
culture. This transformation of learning environments requires a new
way of seeing and understanding the variables involved in the
learning process, new ways of being and doing in time, and in a space
completely different from the traditional classroom, which therefore
changes the ways of learning, requiring teachers, families and
students to take on other roles and functions.
Therefore, the pedagogical action is modified, the curriculum, the
didactics and even the contents vary according to this new reality.
Therefore, the educommunicative approach, where these new
learning environments are pedagogically based, enables the
strengthening of this new educational action and accepts a didactics
where virtual tools, virtual classrooms, content creation, design and
other virtual projects applied to the context, have a perspective of
problematizing, dialoguing and transforming education.
In a second moment, from the introduction of two virtual tools and
platforms, possibilities are presented, from the educommunication
of creating these new learning environments e - learning. This
introduction brings the reader closer to the possibility of experiences
that manage to adapt to the cultural transit of the hyperconnected
society, taking advantage of the educommunicative approach, and
that it is expected to be used to strengthen the pedagogical action
according to their role (Teacher, Student or Student).
Also, it is necessary to specify that a documentary tracking and
analysis was carried out from conceptual axes therefore, one of the
central categories investigated are learning environments, which
have been assumed from different perspectives; Pérez et al (2009)
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raise them as environments, in the same way Romero, Martínez and
Vásquez (2017) refer to them as human interactions to achieve
learning in a different way, in direct relation to the context, the
interaction space, the curriculum and the didactic resources. When
talking about interactions in learning environments, Duarte (2003)
refers to communication and exchange in the relationships that make
it possible to build knowledge.
Learning environments are also pedagogical processes, from this
perspective the debate arises regarding the curriculum (contents,
didactics, training times, evaluation methodologies, etc.) and how
these are approached from the contexts as a significant action. In this
sense, education from ICT's as another thematic axis, allows a
pedagogical approach that problematizes the environment, thus
Tenorio (2015) from a constructivist approach and conceptual
references Jonassen, (2000) and Lefoe, (1998), raises the importance
of the intermediation between learning environment and ICT's that
allows the construction of learning and innovation in the experience
and educational practices.
The Educommunication approach from the same framework of
analysis, is taken from the problematization of communication that
according to Barbero (2007) overcomes linearity and recognizes
other spaces of interaction, context and relationships in different
areas. In this sense, communication is reconfigured and transcends
the educational and pedagogical practices, generating
educommunication as a transdisciplinary field in constant
construction. According to Huergo (2013) points to
educommunication as the different practices of contemporary
communities in the political sphere, that is, it transcends in the way
education and contextual and didactic strategies are assumed.
In this sense, we inquired about some digital tools such as: the radio,
which according to Aguila Alanes, M. (2011), as a medium has been
popular and this allows a greater audience and results in the
educational field and Husman, Benoit and O'Donell (2001) who
propose the radio as a resource that recreates ideas and motivates
students and enhances skills, imagination and stimulation to students
according to the methods of Waldorf and Montessori. Podcasts, as a
pedagogical tool, allow interaction through various media and, as
expressed by the coordinator of the communication area of the
innovation service of the Department of Education and University of
the Canary Islands, based on his current experience, the pedagogical
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practice through these resources has made the teaching task
"reinvent" in the forms of teaching-learning.
Virtual classrooms were referenced from what Evol-Campus (2020)
proposes as an exchange space within an online platform, the
different platforms in which the following were highlighted:
Chamilo, e-Doceo, Canvas, Sakai, FirstClass, Moodle, among
others. And their different components raised by the University of
Valencia in the publication "Characteristics, types and most used
platforms to study at a distance" of 2018.
Discussion
The construction of pedagogical knowledge is the teacher's job,
constituted around a practice that must be concretized in writing. In
the teacher-student relationship, the teaching profession, as a dual
relationship, responds to the demand for the construction of
knowledge. This is framed in three key elements for its development:
a) the construction of knowledge through daily practice, b) reflection
on the meaning of teaching, and c) the tradition of the profession,
also known as accumulated knowledge (Tezanos, 2007).
Raymond Duval says that one of the fundamental constraints for
teachers at the moment of presenting new knowledge to students are
the "prerequisites" that it has, not only around the mere element of
the book, for example, or the pedagogical materials to be used, but
by extrinsic situations, such as "a certain level of schooling to know
from what level (...) the text can be proposed." (Duval, 1999, p. 281).
In view of this consideration to be taken by the teacher, a
comprehensive development of the text "primordial for didactics"
(Duval, 1999, p. 278), and fundamental in the situation of reading,
teaching and apprehension of knowledge by the learners, would be
propitiated.
There are two parameters that fundamentally play in the situation of
knowledge apprehension, which apply to the analogical and digital
educational model. The first, intrinsically linked to the writing of the
materials used (texts, for example), has to do with the degree and the
way in which the cognitive content is made explicit in the writing
organization. The second, linked to the learner, has to do with the
knowledge base available to him/her in relation to the cognitive
content presented. (Duval, 1999, p. 281).
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Thus, any pedagogical exercise that independently incorporates
elements of analog or digital character, can have variable
interpretations according to the way the student understands or
perceives it. In literature, in particular, this dichotomy is more
visible.
Teaching as a transmission of knowledge is far from an approach
where the social role of the school prevails: "Ethics, aesthetics and
citizenship must even leave the school and permeate the community,
until the community understands that only when the school is better
than society... is it capable of transforming that society" (Garnier,
2008). To this end, the educational model in Costa Rica since 2008
was based on citizenship education in the arts, which was not limited
per se to modifying certain subjects, but aimed to "alter the entire
curriculum", in the words of the then Minister of Education:
Moreover, the teaching of the arts - like the teaching of ethics or
citizenship - cannot remain in the subjects and neither can it be
limited - or hidden - in this transversality, however rich they may be:
they must leave the classroom and fill the entire school, making it a
pleasant, beautiful space; a space of coexistence, a space that is
enjoyed and feels its own, a space - and a time - in which young
people build their identity in relation to themselves and the world in
which they find themselves. (Garnier, 2008)
On the part of the State, the Ministry of Education provides
guidelines for teachers, which I summarize in the following
elements: the didactic sequence "to read with meaning" includes a
first moment entitled "The value of what the students know", in
which the expectations of the students are explored and information
is acquired "to establish a route of what the teacher should focus on
didactically"; the second moment, entitled "the scaffolding or
support generated by the mediator", is centered on the "dialogue
between the reader and the text to construct meaning" and sense,
where it is supported by the network of texts mentioned by Barthes
(1973); the third moment, delves into the construction of meaning
from the value of questions, reading between the lines and the power
of the meanings that are not explicit, thus the teacher "drives the
variety of interpretations, but also shows that there is a semantic
framework on what a text says or does not say" (Sanchez,2014, p.
43); the fourth moment, welcomes the vision of the group and the
mediator - teacher allows students to explore all points of view
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around the pedagogical material, to strengthen the understanding
achieved (Sanchez, 2014).
As part of a didactic strategy that can use both analog and digital
media, an approach is presented in the thesis "El miedo corre más
que tú: diseño de una secuencia didáctica para el fortalecimiento de
la comprensión lectora de cuentos cortos de terror en estudiantes de
grado 7º", with seven moments (sessions) as development of a
didactic sequence in which from a horror story significant cognitive
skills are developed to strengthen the learning process. Session 1 is
aimed at diagnosing and establishing the activities of the sequence;
session 2 inquires about the students' previous knowledge about the
meanings of a horror story and its structures; session 3 establishes
the importance of the narrator and the way to identify him/her in the
text or material used with the students; session 4, the importance of
the narrator and the way to identify him/her in the text or material
used with the students is established; in session 4, the conception of
the story structure is materialized, and the narrative components of
the story are identified; in session 5, the opening is given to the
students' own literary creations; in session 6, the narrative indexes of
a horror story are explained and detected; and in session 7, what has
been learned is verified from the exposition of a story and the
detection of the theoretical elements apprehended (Ramos, 2017).
With a realization of didactic components and sequences that tend to
the efficient and qualitative development of the student, the ideal
teacher should be pentadimensional in relation to his pedagogical
spheres: comprehensive in the instructional, affective, motivational,
social and ethical spheres (Cadoche, 2005).
In the traditional school, then, classroom learning is contrasted with
socially constructed knowledge. The teacher must put in dialogue
both the one and the other and thus condense this and build the so-
called educational knowledge. For this, Henry Giroux proposes the
macro and micro objectives of the intellectual teacher. In the macro-
objectives, we summarize: a) to propose theoretical blocks that allow
mediating knowledge between school and non-school experience; b)
to differentiate directive knowledge (that which questions the
relationship between means and ends in education) and productive
knowledge (the instrumental, material goods and services); c) to
make explicit the hidden curriculum; d) to help create critical and
political awareness, thus leading to full civic participation. In the
micro-objectives, on the other hand: a) to develop traditional course
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objectives; b) to enhance the acquisition of selected knowledge; c)
to develop specialized learning skills; and d) specific inquiry skills.
In this approach, the macro-objectives explain the reason for the
micro-objectives (Giroux, 1990).
However, the teacher is usually treated as a subject without a body,
without language, without history, without interiority. Often his
methods need to be explained, framed in the status quo in which he
develops his activity. Of course, his reflection goes beyond
accommodating himself to the established pattern:
If the teacher intends to reflect on what he is doing in the concrete
situations of his life, he has to be aware that the "fictions" used to
elaborate the meaning of reality (both in school and out of school)
are mental constructs, man-made schemes, patterns of meaning that
deserve only a "conditional approval". (Greene, 1995, p. 88)
Despite the institutional guidelines that framed the teaching-learning
space, "educational environments in contemporary society (...) are
not properly school environments" (Duarte, 2003, p. 97). Thus, the
classroom, as a meeting place (Duarte, 2003) and now the
exclusively digital sphere as that scenario of interaction necessary
for learning and the correlation of knowledge.
In this regard, Duval's research on reading comprehension and its
necessary intellectual apprehension, carried out in the analog school,
which increases terribly in the digital school: "it can be easily
observed in 6th and 7th grade students" (Duval, 1999, p. 283).
(Duval, 1999, p. 283) that "to answer questions about a text they
have just read and still have in front of them, most of them do not go
back to the text, even when they do not know how to answer, but
prefer to ask the teacher."
The pandemic, product of the COVID-19 virus, has revealed as
never before the enormous concerns about education, about access
to education, about facing not only the technological but also the
intellectual challenges involved in the learning process through the
use of Information and Communication Technologies. Evidently,
there are many tensions that arise: does the student return to the text,
the screen, the icon, the image, when the tutor or teacher asks about
the reading comprehension process? Or does he/she prefer to ask the
teacher? The change from face-to-face education to "distance" or
virtual education affected 861.7 million children and young people
in 119 countries, as a result of the pandemic, due to the isolation
measures worldwide. Lucia Mendoza, well approached in a recent
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work to point out very clearly, indicating that face-to-face education
and distance education can never be thought of as similar: "it is a
mistake", since "while in a classroom the teacher has the immediacy
of communication with their students, in a distance event the
interaction depends on connections, data transmission speed, video
and audio quality." Quoting Mendiola (2020), he refers to the fact
that "being in two dimensions instead of three is a factor of
psychological exhaustion and more effort must be spent in
expressing oneself and understanding the other." (Castillo: 2020).
Answering the questions, thus, in Duval's definition, of students
faced with the interpretation of a text that is still before their eyes,
changes drastically because of the tool, the psychological load
factor, the speed of the connection and so on.
Maxine Green argued that "if the teacher intends to reflect on what
he is doing in the concrete situations of his life, he has to be aware
that the "fictions" used to make sense of reality (both in and out of
school) are mental constructs, man-made schemas, patterns of
meaning that deserve only "conditional approval" (1995). He
postulated the development of "a structure of interrelated, intentional
actions and interactions", which were organized "to achieve some
kind of learning", as Rincón (2004) puts it, regarding what is
understood by a didactic sequence.
The paradigms of education and training reflect that on the one hand
there is the process merely called training, which is the one most
closely linked to the construction of the subject from the baby's
upbringing, and even beyond the postgraduate levels; and on the
other hand, the educational process, which is intrinsically linked to
the institution. Both processes define the well-educated subject,
which leads to a highly educated society. The traditional approach
has suggested that the result sought is that of the permanently
educated subject, from the cradle to the grave, and thus education is
more of a product than a process (Vasco, Martínez and Vasco, 2008).
Cultivating spaces where institutionalism does not reign in the
student's imagination will tend to create a better society. Let's say
that somehow the pedagogical trajectory of most teachers using the
virtual meeting space, and in a very limited way, tried to do this, and
their escape route was to take out the traditional four walls of the
classroom to a space of qualitative meaning mediated exclusively by
technology. In many anachronistic institutions today this could mean
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violent change, in Kunt's terms as there are spaces developed by and
for confinement.
However, many spheres have also changed in this time: every day
the traditional educational instances (family, religion - Church and
the school itself) continue to be replaced by the media, or digital
platforms, or virtual groups whose individuals share something in
common. The latent conflict in the school, then, more than the peace
and war of the national context, seems to be the division between
students who consume and create the digital, and teachers who do
not dabble in new technologies.
Thus, the process for the teacher to go from being analogical to
becoming digital has to go through three items: a) understanding the
cultural subjects involved in the system; b) assuming the generation
gap, in the understanding that technological objects do not cause
difficulties; and c) framing a public policy from the base of the
system, in such a way that the actor is known in order to adapt the
process (Cabrera, 2009).
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