Innovation in the era of covid-19: paradigm or imposed reality?
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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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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) instacron:(UDESC) |
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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