Innovation in the era of covid-19: paradigm or imposed reality?

Detalhes bibliográficos
Autor(a) principal: Cruz-Cruz, Purificación
Data de Publicação: 2023
Outros Autores: Rodríguez-Torres, Javier, Gertrudix Barrio, Felipe
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/22071
Resumo: Declared an alarm state due to SARS-CoV-2, all types of non-essential activity were paralyzed and, consequently, the closure of educational centers. This closure causes an important change from face-to-face education to education supported by Information and Communication Technologies. Educational teams adopted innovative methodologies to achieve educational continuity. This research aims to show whether this hasty and innovative methodology is the result exclusively of the situation produced by the pandemic or has led to a change in the educational paradigm. For that purpose, we used the qualitative technique of discussion groups, formed by teachers and management teams of Toledo (Spain), and further analytical analysis of the data obtained. Based on the results obtained, we can say that, once the initial chaos has passed, teachers have known how to adapt and have been involved to guarantee the education of their students, making appropriate, inclusive and creative use of the technologies they had at their disposal. scope. Although they have had to overcome numerous materials, technical, emotional and administrative difficulties, they have been able to overcome the three steps that are suggested in technological innovation: assimilation, transition and transformation.
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spelling Innovation in the era of covid-19: paradigm or imposed reality?Innovación en época de covid-19: ¿paradigma o realidad impuesta?Inovação na era de covid-19: paradigma ou realidade imposta?COVID-19grupo de discussãoboas práticasfaculdadeeducadoreducação não universitáriaCOVID-19discussion groupgood practicesfacultyeducatornon-university educationCOVID-19Grupo de discusiónBuenas prácticasProfesoradoEducadorenseñanzas no universitariasDeclared an alarm state due to SARS-CoV-2, all types of non-essential activity were paralyzed and, consequently, the closure of educational centers. This closure causes an important change from face-to-face education to education supported by Information and Communication Technologies. Educational teams adopted innovative methodologies to achieve educational continuity. This research aims to show whether this hasty and innovative methodology is the result exclusively of the situation produced by the pandemic or has led to a change in the educational paradigm. For that purpose, we used the qualitative technique of discussion groups, formed by teachers and management teams of Toledo (Spain), and further analytical analysis of the data obtained. Based on the results obtained, we can say that, once the initial chaos has passed, teachers have known how to adapt and have been involved to guarantee the education of their students, making appropriate, inclusive and creative use of the technologies they had at their disposal. scope. Although they have had to overcome numerous materials, technical, emotional and administrative difficulties, they have been able to overcome the three steps that are suggested in technological innovation: assimilation, transition and transformation.Declarado el estado de alarma por motivo del SARS-CoV-2, se paraliza todo tipo de actividad no esencial y, en consecuencia, el cierre de centros educativos. Este cierre provoca un cambio importante de la educación presencial a la educación apoyada en las Tecnologías de la Información y Comunicación. Los equipos docentes adoptaron metodologías innovadoras para lograr la continuidad educativa. Esta investigación pretende mostrar si dicha metodología apresurada a la par que innovadora, es fruto exclusivamente de la situación producida por la pandemia o ha supuesto un cambio de paradigma educativo. Para ello, se ha utilizado la técnica cualitativa de grupos de discusión, formado por docentes y equipos directivos de centros de Toledo (España). A tenor de los resultados obtenidos, podemos decir que, una vez pasado el caos inicial, los docentes han sabido adaptarse y se han implicado para garantizar la educación de sus alumnos, haciendo un uso adecuado, innovador, inclusivo y creativo de las tecnologías que tenían a su alcance. A pesar de que han tenido que imponerse a numerosas dificultades materiales, técnicas, emocionales y administrativas, han sido capaces de superar los tres pasos que se sugieren en la innovación tecnológica: asimilación, transición y transformación.Declarado estado de alarme devido ao SARS-CoV-2, todos os tipos de atividades não essenciais foram paralisados ​​e, consequentemente, o fechamento dos centros educacionais. Este fechamento provoca uma mudança importante da educação presencial para uma educação apoiada nas Tecnologias da Informação e Comunicação. As equipes de ensino adotaram metodologias inovadoras para alcançar a continuidade educacional. Esta pesquisa tem como objetivo mostrar se essa metodologia apressada e inovadora é resultado exclusivamente da situação produzida pela pandemia ou gerou uma mudança no paradigma educacional. Para isso, utilizou-se a técnica qualitativa de grupos de discussão, formados por professores e equipes gestoras de centros de Toledo (Espanha). A partir dos resultados obtidos, podemos afirmar que, passado o caos inicial, os professores souberam se adaptar e se envolveram para garantir a formação de seus alunos, fazendo uso adequado, inovador, inclusivo e criativo das tecnologias de que dispunham ao seu alcance. Embora tenham tido que superar inúmeras dificuldades materiais, técnicas, emocionais e administrativas, eles conseguiram superar as três etapas que são sugeridas na inovação tecnológica: assimilação, transição e transformação.Universidade do Estado de Santa Catarina - UDESC2023-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2207110.5965/1984723824562023253Revista Linhas; v. 24 n. 56 (2023): Pibid e Residência Pedagógica: reflexos na formação docente; 253 - 2791984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/22071/16311Copyright (c) 2023 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCruz-Cruz, PurificaciónRodríguez-Torres, JavierGertrudix Barrio, Felipe2024-03-01T18:11:17Zoai::article/22071Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-03-01T18:11:17Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Innovation in the era of covid-19: paradigm or imposed reality?
Innovación en época de covid-19: ¿paradigma o realidad impuesta?
Inovação na era de covid-19: paradigma ou realidade imposta?
title Innovation in the era of covid-19: paradigm or imposed reality?
spellingShingle Innovation in the era of covid-19: paradigm or imposed reality?
Cruz-Cruz, Purificación
COVID-19
grupo de discussão
boas práticas
faculdade
educador
educação não universitária
COVID-19
discussion group
good practices
faculty
educator
non-university education
COVID-19
Grupo de discusión
Buenas prácticas
Profesorado
Educador
enseñanzas no universitarias
title_short Innovation in the era of covid-19: paradigm or imposed reality?
title_full Innovation in the era of covid-19: paradigm or imposed reality?
title_fullStr Innovation in the era of covid-19: paradigm or imposed reality?
title_full_unstemmed Innovation in the era of covid-19: paradigm or imposed reality?
title_sort Innovation in the era of covid-19: paradigm or imposed reality?
author Cruz-Cruz, Purificación
author_facet Cruz-Cruz, Purificación
Rodríguez-Torres, Javier
Gertrudix Barrio, Felipe
author_role author
author2 Rodríguez-Torres, Javier
Gertrudix Barrio, Felipe
author2_role author
author
dc.contributor.author.fl_str_mv Cruz-Cruz, Purificación
Rodríguez-Torres, Javier
Gertrudix Barrio, Felipe
dc.subject.por.fl_str_mv COVID-19
grupo de discussão
boas práticas
faculdade
educador
educação não universitária
COVID-19
discussion group
good practices
faculty
educator
non-university education
COVID-19
Grupo de discusión
Buenas prácticas
Profesorado
Educador
enseñanzas no universitarias
topic COVID-19
grupo de discussão
boas práticas
faculdade
educador
educação não universitária
COVID-19
discussion group
good practices
faculty
educator
non-university education
COVID-19
Grupo de discusión
Buenas prácticas
Profesorado
Educador
enseñanzas no universitarias
description Declared an alarm state due to SARS-CoV-2, all types of non-essential activity were paralyzed and, consequently, the closure of educational centers. This closure causes an important change from face-to-face education to education supported by Information and Communication Technologies. Educational teams adopted innovative methodologies to achieve educational continuity. This research aims to show whether this hasty and innovative methodology is the result exclusively of the situation produced by the pandemic or has led to a change in the educational paradigm. For that purpose, we used the qualitative technique of discussion groups, formed by teachers and management teams of Toledo (Spain), and further analytical analysis of the data obtained. Based on the results obtained, we can say that, once the initial chaos has passed, teachers have known how to adapt and have been involved to guarantee the education of their students, making appropriate, inclusive and creative use of the technologies they had at their disposal. scope. Although they have had to overcome numerous materials, technical, emotional and administrative difficulties, they have been able to overcome the three steps that are suggested in technological innovation: assimilation, transition and transformation.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22071
10.5965/1984723824562023253
url https://www.periodicos.udesc.br/index.php/linhas/article/view/22071
identifier_str_mv 10.5965/1984723824562023253
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22071/16311
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 24 n. 56 (2023): Pibid e Residência Pedagógica: reflexos na formação docente; 253 - 279
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
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instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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