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ICT teaching-learning: New challenge of
cultural capital acquisition in university
students during the COVID-19
pandemic
Enseñanza-aprendizaje de TIC: Nuevo reto de
adquisición de capital cultural en estudiantes
universitarios durante la pandemia de COVID-19
Gabriela Grajales García
*
Sandra Vega Villarreal*
Moisés Grajales García*
Alejandra Barreras Trejo*
Abstract
The purpose of this research is to show how the teaching-learning
process has worked after the COVID-19 pandemic and the use of
Information and Communication Technologies (ICT) as a new
challenge of cultural capital, the latter being a fundamental concept
of Pierre Bourdieu's theory. The research took place at the Faculty
of Social Sciences of the Autonomous University of Chiapas, where
we worked with five seventh semester students of the Bachelor's
Degree in Sociology and their experience with ICTs in the transition
* Universidad Autónoma de Chiapas San Cristóbal de
Las Casas, Chiapas, México,
gabriela.grajales@unach.mx, https://orcid.org/0000-
0002-5090-9146
* Universidad Pedagógica Nacional del estado de
Chihuahua, Chihuahua, Chihuahua, México,
svega@upnech.edu.mx, https://orcid.org/0000-0002-
7638-1300
* Centro de Estudios e Investigaciones para el
Desarrollo Docente , Guadalajara, Jalisco, México
moygrg@gmail.com, https://orcid.org/0000-0002-
8260-8110
* Centro de Estudios e Investigaciones para el
Desarrollo Docente Guadalajara, Jalisco, México
alebarreras.t@gmail.com, https://orcid.org/0000-0001-
8159-8259
Article
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from face-to-face to virtual classes and the challenges that come with
living in a space that has serious socioeconomic and technological
inequality gaps since, among the results and conclusions, Among the
results and conclusions, it can be mentioned that the limited access
that both teachers and students had -derived from regional
inequality- prevented the teaching-learning process from being
carried out efficiently, however, the strategies used by the university
community helped to solve this process because the motivation to
continue studying was fundamental to achieve the purpose of the
students, who, despite the fact that they were not able to use ICTs,
did not have access to the Internet and did not have access to the
Internet.
Keywords: Information and Communication Technologies, Digital
Literacy, Cultural Capital, Digital Divide.
Resumen
El propósito de esta investigación es mostrar cómo ha funcionado el
proceso de enseñanza-aprendizaje a partir de la pandemia de
COVID-19 y el uso de Tecnologías de la Información y la
Comunicación (TIC) como un nuevo reto del capital cultural, este
último, concepto fundamental de la teoría de Pierre Bourdieu. La
investigación tomó lugar en la Facultad de Ciencias Sociales de la
Universidad Autónoma de Chiapas, en donde se trabajó con cinco
estudiantes de la Licenciatura en Sociología de séptimo semestre y
su experiencia con las TIC ante la transición de las clases
presenciales a las virtuales y los retos que conlleva vivir en un
espacio que cuenta con brechas de desigualdades socioeconómicas y
tecnológicas serias ya que, entre los resultados y conclusiones, se
puede mencionar que el acceso limitado que tuvieron tanto docentes
como estudiantes –derivado de la desigualdad regional- impidió que
el proceso de enseñanza-aprendizaje se realizara de manera
eficiente, sin embargo, fueron las estrategias usadas por la
comunidad universitaria que ayudaron a solventar dicho proceso
porque la motivación para seguir estudiando fue fundamental para
concretar el propósito de los estudiantes, quienes a pesar
Palabras clave: Tecnologías de la Información y la Comunicación,
Alfabetización digital, Capital cultural, Brecha digital.
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Introduction
Education has been one of the pillars of societies throughout the
history of mankind, its transcendence has been so significant that it
is basically part of the social structure per se. However, access to
education is not equal for all citizens, especially those in developing
countries and those living in poverty and extreme poverty. Although
different governments around the world have tried to reduce the
education gap, the reality is that there are still many areas globally
that need urgent attention with respect to socio-educational issues.
That is why the contemporary world has been characterized by
analyzing social structures from their composition, therefore, it can
be said that after the Second World War and specifically from the
formation of the United Nations Educational, Scientific and Cultural
Organization (UNESCO) and the Universal Declaration of Human
Rights, formal education (in schools) acquires great relevance, for
this reason one of the proposals of UNESCO (2011) is that every
individual has the right to receive education; It is then that the
governments of the various countries have sought to provide free
education to their population, however, for the population living far
from urban centers or municipal capitals, access to education can be
limited and even restricted.
One of the most representative of the last 30 years is the Education
For All (EFA) movement of the United Nations Educational,
Scientific and Cultural Organization (UNESCO), which arose from
the need to bring education to the farthest reaches of countries
around the world, with major objectives to achieve this goal, among
which is the attention to provide early childhood education. In
addition, it proposes to improve and extend comprehensive
education, especially for those who need it most, i.e. vulnerable,
socially marginalized groups. This project aspires to universal
primary education. It is expected that children in situations of
vulnerability and inequality will have access to free, quality basic
education -primary-. It defines a type of education with fundamental
competencies to be achieved in the learning processes of young
people and adults. It seeks to ensure that learning reaches young
people and adults and prepares them for active and daily life. One of
the aspects it contemplates is adult literacy, for which it establishes
conditions that facilitate their access to this process. It also aims to
achieve gender equality from early childhood (primary and
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secondary). This type of education, which is called quality
education, aims to ensure the improvement of reading, writing,
mathematics and practical skills.
The above is an example of the concern for homogenizing the quality
of education around the world; For this reason, the Education For
All movement has acquired great relevance since 1991 and has
positioned itself as one of the socio-educational pillars whose
objective is to guarantee quality education for all and, especially, for
the most needy. Mexico is no exception, since it has regional
inequalities of an educational and economic nature; according to the
National Institute of Statistics and Geography (INEGI, 2022a), in the
year 2020 the average level of schooling for people over 15 years of
age in Mexico will be 9.This is equivalent to having a high school
education, with Mexico City being the state with the highest level of
schooling with 11.5 and Chiapas the state with the lowest, with 7.8,
in the latter case it is a primary school level education. For this
reason, our country has considered the recommendations mentioned
by UNESCO's Education For All, in fact, during the World
Education Forum held in 2000, our country joined the challenge of
meeting challenges in a period of approximately 30 years (SEP,
2014, p. 7). One of the most transcendent is the massive reduction of
illiteracy and the promotion of technological learning and life skills.
It proposes facilitating access to basic education in remote and
inaccessible areas and thus expanding early childhood education and
development services. It also poses the challenge of improving the
quality and performance of learning in education, addressing
existing inequalities with respect to girls' and women's education. It
will therefore have to generate strategies to ensure learning mastery
and excellence for all.
Based on the above recommendations, the Ministry of Public
Education (SEP) has carried out various educational programs to
reach more places and provide quality education to a significant
sector of the population; above all, it has tried to improve educational
facilities or build more schools in order to reach more spaces in the
diverse geography of the country. In addition to the aforementioned
problem of regional inequality, in 2020 the education sector suffered
a collapse as a result of the pandemic outbreak of COVID-19, since
face-to-face activities -especially school activities at all educational
levels- were suspended to avoid the spread of the virus and, in the
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first instance, transferred to virtuality and the use of mobile and
electronic devices to continue with the teaching-learning process.
This provided a complex panorama for education not only in Mexico
but also around the world, because educational activities were
transferred to television (basic education) and the Internet (through
platforms such as Google Classroom, Google Meet or Zoom). This
led to another problem: the lack of access to and knowledge about
the use of information and communication technologies (ICT),
which became essential for both teachers and students. According to
INEGI (2021) and its National Survey on Access and Permanence in
Education (ENAPE), during the 2021-2022 school year, of the total
population between 3 and 20 years of age enrolled, 95.6% had a
smart phone at home, 77.5% had digital television, 50.9% had access
to a computer and 22.7% a tablet, 72.1% had internet at home,
despite this, only 36.1% of the national population could attend
distance classes, 35.6% in a hybrid way and 28.1% in a face-to-face
way.
In the Mexican case, the little or no access to ICTs and the lack of
knowledge about their use, became a problem nationwide, especially
in the states of the Mexican Republic with the highest poverty and
marginalization rates and the lowest in education and internet
connection, such is the case of the state of Chiapas, where according
to the National Institute of Statistics and Geography (INEGI, 2020),
only 21.7% of the population has access to internet and ICT at home,
being Tuxtla Gutiérrez, San Cristóbal de Las Casas, Chiapa de
Corzo, Comitán de Domínguez and Tapachula de Córdova y
Ordóñez, the municipalities with the highest connectivity rates in the
entire state.
For this reason, we are faced with a problem that has mainly two
bifurcations: the first is related to the management of cultural capital
-specifically on the use of information and communication
technologies- that the university community has, and the second is
linked to the economic capital it has. According to the theory
proposed by Pierre Bourdieu, there is a direct relationship between
economic capital and the acquisition of cultural capital, and in the
following section the social relevance of the study of ICT in
education is discussed.
The social relevance of the study of new academic competencies on
the use of information and communication technologies is essential
today because, in the last two years, such knowledge management
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has become essential in the Mexican educational system, in order to
have access to education, both to receive classes -whether through
television or a virtual platform- and to send homework to teachers.
Although the teaching-learning relationship of ICTs has been present
in UNESCO's objectives as well as in the country's challenges, the
truth is that there has not been the capacity to bring this knowledge
to all spaces, not even in urban areas. In the case of the Autonomous
University of Chiapas, it has been detected that not all students have
access to ICT, which has led to a greater gap in the teaching-learning
process in the university community, in addition to the lack of
technological skills related to the management of virtual platforms
and self-management of learning that comes from being in virtual
learning environments.
Regarding the sociological relevance of the educational
phenomenon studied, it can be mentioned that Bourdieu's theory on
cultural capital mentions that it can have three states (Bourdieu, 1987
and 2011): 1) Acquired (the way in which the human being begins
to obtain knowledge, which usually comes from the family to formal
education in schools), 2) Objectified (the way in which the
individual focuses such knowledge in his daily life) and 3)
Institutionalized (the acquisition of documentation that proves that
he has such knowledge). However, Bourdieu (1987) establishes that
the more economic capital one has, the easier it will be to obtain
cultural capital, therefore, sociologically it is essential to mention
that the use of information and communication technologies is
currently fundamental for the increase of cultural capital, however,
an elementary factor for accessing them, in short, is the management
of economic capital.
From critical sociology, specifically from the contributions of Pierre
Bourdieu (2007), there are historical conditioning factors that
structure and are structured by the practices of social agents.
To explain the social inequalities that permeate school systems
Bourdieu develops the notion of cultural capital, which he conceives
as a condition that "imposes itself in the first place as an
indispensable hypothesis to account for the differences in school
results presented by children of different social classes with respect
to "school" success, that is, the specific benefits that children of
different classes and class fractions can obtain from the school
market" (Bourdieu, 1979:11).
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Cultural capital also radically debates the idea that success or failure
in the school system is due to the natural aptitudes of individuals and
points out the role of the school as a reproducer of social inequalities.
In order to deepen this analysis, cultural capital is broken down into
three states: incorporated, objectified and institutional. The
incorporated refers to the tastes, dispositions and habits that subjects
have embodied through interaction with their environment, so that it
"can only be acquired, essentially, in a totally covert and
unconscious manner and is marked by its primitive conditions of
acquisition; it cannot be accumulated beyond the appropriation
capacities of a particular agent; it weakens and dies with its bearer"
(Bourdieu, 1979:12).
The objectified capital refers to the material goods that facilitate and
stimulate access to culture, such as paintings, books, monuments,
etc. These become meaningful insofar as they are related to the tastes
and dispositions developed by the subject. That is to say, it is not
enough to have access to these material goods, but there must be a
symbolic appropriation of them and a specific cultural use by the
subject, since "this cultural capital only subsists as material and
symbolically active capital, to the extent that it is appropriated by
agents and committed, as a weapon and as a gamble that is risked in
the struggles whose fields of cultural production (artistic field,
scientific field, etc.) -and beyond the field of the arts, scientific field,
etc.) -and beyond the field of social sciences- are the place where
agents obtain the benefits gained by the domination over this
objectified capital" (Bourdieu, 1979:13).
Institutional capital refers to the status and possibilities of access to
culture granted by acquired academic degrees. This type of capital
carries implicit economic, time and effort values employed by the
agents and which are validated and recognized by
institutionalization. Hence, degree holders can compare themselves
with others in the field, based on their investment in the school
market (Bourdieu, 1979). In its three states, cultural capital
demarcates the social differences that permeate the success or failure
of students in the school culture.
Another state of cultural capital is the so-called objectified capital,
which refers to the material goods existing in the social environment
of individuals and whose interaction allows them to enrich their
objectified and/or institutional capital, since it provides them with
the necessary inputs to move through school and academic spaces in
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a favorable situation. In addition to the permanence and performance
in these spaces, individuals make use of objectified capital to deploy
their empowerment potentialities in the group relationships they
establish. In this area, the strengths of cultural capital allow
individuals to increase their symbolic, economic and social capital.
In short, cultural capital consists of knowledge that is not only
acquired in formal education (school), but also within the family -
and its class membership- and society; therefore, a fundamental part
of this theory is that the greater the accumulation of knowledge, the
better the positioning of the individual in the social structure,
however, to achieve this more easily, it is necessary to have
economic capital that allows obtaining these objectives quickly.
Now, what happens with the lack of access to and knowledge about
the use of information and communication technologies and their
relationship with Bourdieusian theory? It can be said that, since
technologies are elements that are immersed in daily life and, above
all, are an essential part of everyday academic life, then their
acquisition and management become key elements in the new
conformation of cultural capital.
Since the pandemic outbreak of COVID-19 and the transition from
face-to-face academic space to virtual learning environments, it
became essential to have information and communication
technologies, internet and the acquisition of competencies related to
the use of technology. For this reason, the state of Chiapas, with high
rates of poverty and marginalization, and low levels of technology
use and connectivity, produced a collapse effect in the virtual
learning environments as a means to solve the ravages of the
pandemic.
The institutions of higher education in Chiapas, carried out various
strategies to meet the educational needs that were arising at that time,
therefore, in the case of the Autonomous University of Chiapas, the
first semester of 2020 (January-June), was urged to complete the
activities through virtual platforms such as GoogleMeet or Zoom, so
that students attend their synchronous classes normally performed
face-to-face; during the second semester of 2020 (July-December)
and the first semester of 2021 (January-June), a transfer was made
to the virtual platform Educa-T, which belongs to Moodle, where
teachers would upload the academic programs and activities
corresponding to their subjects and classes would be scheduled
according to the established schedules. During the July-December
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2021 school year, hybrid activities were already in place (support
from the Educa-T virtual platform was never discontinued), although
in 2022 classes were face-to-face, the use of the platform continued
to be indispensable as a support in the teaching-learning process.
However, several problems were noted throughout these two years,
firstly, the lack of knowledge of the use of ICTs by some sectors of
the university community - teachers, students and administrative
staff - and secondly, the lack of access to these technologies, which
can be related to the socioeconomic and educational capital of the
state of Chiapas, since, according to INEGI (2022b), out of every
100 people over 15 years of age, 13 have no schooling, 55 have
completed basic education, 18 have completed high school and 13
have completed higher education.
In the case of the Autonomous University of Chiapas, specifically
the Faculty of Social Sciences (located in San Cristobal de Las
Casas), the synchronous use of the Educa-T tool has been affected
due to the fact that most students live in rural areas of the Chiapas
Highlands, which do not have the necessary ICT infrastructure to
connect synchronously, In addition, it is worth mentioning that even
living in an urban area, there is no access to quality connectivity,
resulting in a gap between students and teachers regarding the use
and access to information and communication technologies.
Although Educa-T has a friendly and intuitive environment, the
reality for students is that they cannot efficiently access the platform,
having to travel to municipal capitals -or places that have internet-
to download their homework, essentially to their mobile devices,
since not all of them have a computer.
According to the National Survey on Availability and Use of
Information Technologies in Households (ENDUTIH), conducted
by INEGI (2022c) in collaboration with the Federal
Telecommunications Institute, the states with the highest percentage
of population that used the Internet in 2021 were: Mexico City with
88.3%, Baja California with 86.8% and Sonora with 85.8%, while
the states with the lowest percentages were: Chiapas with 46.1%,
Oaxaca with 56.9% and Guerrero with 61.4%. The states with the
lowest percentages of internet in homes were: Chiapas with 30.8%,
Oaxaca with 39.0% and Veracruz with 51.1%. These percentages
show the extent of internet use in Chiapas.
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Materials and methods
The object of study addressed is the cultural capital differentiated
from the use of Information and Communication Technologies
(ICT), inferring that its causal description is that economic capital
affects the acquisition of technological cultural capital, which in turn
comes from the regional differentiation experienced by teachers and
students of the Autonomous University of Chiapas. The analytical
categories for the analysis of this study are: globalization,
information and communication technologies, cultural capital and
economic capital.
Throughout history, man has had the need to seek answers to the
phenomena that occur around him, thus, the scientific method was
established as a way to provide such answers. According to Tamayo
(2003), scientific knowledge is a way in which man can give
meaning to reality through the following steps: 1) Observation, 2)
Discovery, 3) Explanation, 4) Prediction and 5) Systematic
knowledge of reality. The aforementioned steps provide an idea of
how to systematize the information obtained. It should be mentioned
that although throughout history the scientific method has been used
in order to provide a clear and above all objective-rational
explanation of the phenomena, not all researchers have agreed with
the same explanations to account for what happens, therefore,
throughout history there have been many ways to explain a
phenomenon through different positions, this is called epistemology.
According to Tamayo (2003, p. 26) the formalizing epistemological
method is the following:
It refers to the direct analysis of knowledge, to determine formal
conditions and their relations with experience. [...] Every process of
knowledge presupposes a process of thought, a reasoning. We can
study knowledge under the aspect of the judgments and reasoning
that have made it possible, which is a task of logic.
According to the above, it can be mentioned that epistemology is the
science that studies how and where knowledge comes from,
however, there are several epistemic paths, therefore, the way to
explain social reality will depend on the epistemic path taken,
example of epistemic routes are constructivism, structuralism,
phenomenology, hermeneutics or positivism (just to mention a few).
In fact, philosophy is the basis of scientific knowledge and from it
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derives epistemology, which is a branch that studies the origin of
knowledge, as shown in image 1:
Image 1. Construction of scientific knowledge
Note: Own elaboration.
According to image 1, both philosophy and epistemology are
essential to account for the events of a given space-time. However,
the objectivity of knowledge has been questioned over time, due to
the epistemological path and school of thought in which the
researcher is situated, so it is common to find contradictions among
researchers, as they advocate that their epistemic path is the one that
best explains reality.
Taking into consideration the above, this research has a
philosophical-epistemic basis based on structuralism, since social
systems are constituted by a set of norms and rules which - for the
most part - are accepted and adopted by the community to be
included in a specific society; one of these rules of the social system
is to enter the educational system.
The type of methodology used is mixed, since it has in the first
instance a quantitative approach under a non-experimental research
design, since it does not deliberately manipulate reality, nor does it
apply specific stimuli. A type of correlational study, of a trans-
sectional nature, is used, since it is limited to measuring the
relationship between variables at a specific time. In a second phase,
a qualitative approach is presented through a case study, which
according to Hernández Sampieri (1997) is where the basic
characteristics of a given space-time are studied in depth. The
population we are working with to carry out the research are students
and teachers of the Faculty of Social Sciences of the Autonomous
University of Chiapas, which is located in San Cristóbal de Las
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Casas and has four undergraduate degrees: Social Anthropology,
Economics, History and Sociology. Specifically, we will work with
teachers and students of the Sociology degree, the sample will be
chosen by opportunity.
In the quantitative phase, the cultural capital of the students was
determined by means of an instrument that would allow measuring
it in its three dimensions. Specifically, it is a survey based on a Likert
scale on the types of cultural capital. It is a survey of fifteen
questions, approximately five for each type of cultural capital. The
responses range from a high level of intensity, which is represented
by the number one, to the lowest intensity, which is represented by
the number five. The piloting indicated a high reliability, which
made its application feasible throughout the sampled population.
For the qualitative phase, the data collection tools applied to teachers
and students are the following: direct observation, survey and
structured interview. With all this, it is intended to carry out an
analytical type of research, since it is not only desired to know and
explain the problem in depth in a specific space-time, but also to
identify relationships between various elements such as cultural
capital, economic capital and regional inequality. The techniques
applied made it possible to detect general elements of the situation
experienced during the pandemic in order to experience teaching
processes through technologies. The experiences of the educational
actors are revealed.
In order to determine cultural capital, based on Bourdieusian theory,
the students' school situation was taken as a contrasting element,
which for practical reasons we call school achievement. The
following hypotheses were proposed and subjected to correlational
test statistics.
General Hypothesis:
School achievement differs significantly among students with
different levels of cultural capital.
Secondary hypotheses
1. At least two of the student achievement averages classified
according to the type of texts they access differ significantly from
one another.
2. At least two of the student achievement means classified
according to the type of places they can travel to differ significantly
from each other.
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3. At least two of the means of student achievement classified
according to the type of technological means they have to carry out
their school activities differ significantly from each other.
4. At least two of the means of student achievement classified
according to the type of activities they do in their free time differ
significantly from each other.
5. At least two of the student achievement means classified
according to the type of extra-institutional courses taken differ
significantly from each other.
For the qualitative analysis, some elements recovered from the
interviews and observations applied to students and professors of the
Autonomous University of Chiapas are presented. The data
recovered have to do mainly with how the teaching processes were
through technologies, during the pandemic. The following
dimensions were recovered:
• Strategies for teaching through technology.
• Learning generated with the use of technology
• Difficulties encountered
• The challenges that the use of technology continues to
impose on students with different cultural capital.
Results
To test the hypothesis that students' school achievement is different
due to their level of cultural capital, five secondary hypotheses were
proposed, derived from the indicators of the instrument, which
account for the different levels of cultural capital, according to the
tastes, habits, cultural milieus and academic degrees of the students
studied. The hypothesis test used was Fisher's F test. In accordance
with the six-step method, the conditions for the use of Fisher's F were
met and the theoretical values were established that allowed the
interpretation of the results obtained by the SPSS statistical program,
which are shown below.
Table 2. Analysis of hypothesis testing
HIP.SEC.
STATISTICAL
DECISION
INTERPRETATION
1
As F
c
WITH 95% RELIABILITY,
THERE IS SUFFICIENT
EVIDENCE TO ASSUME
Î
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[2.463, ∞ H
o
is
rejected .
THAT AT LEAST TWO OF
THE ACHIEVEMENT
MEANS OF THE GROUPS
OF STUDENTS
CLASSIFIED
ACCORDING TO THE
TYPE OF TEXTS THEY
ACCESS DIFFER
SIGNIFICANTLY FROM
EACH OTHER.
2
As F
c
[2.463, ∞ H
o
is
rejected .
WITH 95% RELIABILITY,
THERE IS SUFFICIENT
EVIDENCE TO ASSUME
THAT AT LEAST TWO OF
THE ACHIEVEMENT
MEANS OF THE GROUPS
OF STUDENTS
CLASSIFIED
ACCORDING TO THE
TYPE OF PLACES THEY
CAN TRAVEL TO DIFFER
SIGNIFICANTLY FROM
EACH OTHER.
3
As F
c
[2.463, ∞ H
o
is
rejected .
WITH 95% RELIABILITY,
THERE IS SUFFICIENT
EVIDENCE TO SUPPOSE
THAT AT LEAST TWO OF
THE MEANS OF
STUDENT
ACHIEVEMENT OF THE
GROUPS OF STUDENTS
CLASSIFIED
ACCORDING TO THE
TYPE OF
TECHNOLOGICAL
MEANS THEY HAVE TO
CARRY OUT THEIR
ACADEMIC ACTIVITIES
DIFFER SIGNIFICANTLY
FROM EACH OTHER.
4
As F
c
[2.463, ∞ H
o
is
rejected .
WITH 95% RELIABILITY,
THERE IS SUFFICIENT
EVIDENCE TO SUPPOSE
THAT AT LEAST TWO OF
THE MEANS OF SCHOOL
ACHIEVEMENT OF THE
GROUPS OF STUDENTS
CLASSIFIED
ACCORDING TO THE
TYPE OF ACTIVITIES
THEY DO IN THEIR FREE
ñ
Î
ñ
Î
ñ
Î
ñ
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TIME DIFFER
SIGNIFICANTLY FROM
EACH OTHER.
5
AS F
C
[2.463, ∞ H
O
IS REJECTED .
WITH 95% RELIABILITY,
THERE IS SUFFICIENT
EVIDENCE TO ASSUME
THAT AT LEAST TWO OF
THE ACHIEVEMENT
MEANS OF THE GROUPS
OF STUDENTS
CLASSIFIED
ACCORDING TO THE
TYPE OF EXTRA-
INSTITUTIONAL
COURSE THEY HAVE
TAKEN DIFFER
SIGNIFICANTLY FROM
EACH OTHER.
The results of the hypothesis tests show how the academic
performance of students is mediated by their cultural capital and
therefore, the use of technology in the teaching and learning
processes, considering it within the item of incorporated capital, has
a fundamental impact on it, therefore, it will be necessary to think
that the digital gap among vulnerable populations must be addressed,
so that this type of education, which was tested in the pandemic and
also left novel contributions to educational practices, has coverage
with equity.
The qualitative analysis of the data obtained with the help of Atlas
Ti can be summarized in four major dimensions that recover the
experiences of students and professors lived during the pandemic,
where nodes stand out that mark guidelines to redefine the use of
technologies in the university and in each of the school spaces.
Strategy for teaching through technologies with university students.
When questioning students about working through technological
means during the pandemic, most agree that it was an assertive
strategy in terms of health protection. They recognize that it is
important and necessary, although they express that when compared
to the face-to-face modality to which they were accustomed, they do
not like it at all. They point out that the pandemic took them by
surprise without preparation in academic and digital competencies
to make use of these resources beyond those who commonly use
them.
Î
ñ
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They emphasize that when educational processes are through
technological platforms and media, there must be delimitation of
time and space, they have to adapt to the rhythms and needs of
learning to avoid the anguish and stress that this type of modality can
generate and the students are the most affected. Hence, some of them
expressed dissatisfaction, because the pedagogical relationship was
distant, dehumanized, and they cannot recover the bonds that are
generated in everyday life. Care must be taken to ensure that the
machine does not separate them and that meaningful learning is
fostered.
Pedagogical relationships in technology-based education
Teaching through technological media is an unprecedented
pedagogical relationship, since some technological resources and
tools displace the pedagogical agent, who must make sure that these
resources are only a support, but without losing sight of the fact that
the subjects are the ones who construct knowledge through
interaction with them, so flexibility must be sought by making the
appropriate modifications or looking for a technological resource
more appropriate to the content or the objectives set. Otherwise,
stress and fatigue are generated for both teachers and students when
this is not considered.
The use of technology in educational processes does not eliminate
the pedagogical relationship. In spite of the fact that a great part of
the students interviewed indicated that the relationship feels colder
in the virtual space than in the face-to-face space, it should promote
an interaction where students and teachers are considered subjects, a
constant interaction should be monitored, a communication based on
listening and dialogue, which breaks with the idea that technology is
only used as a resource to transmit information that the student
receives as a bank, Rather, technological resources should be
considered as triggers for learning, as provocative activities that
challenge learners to venture into areas that until now seemed alien
to them and allow them to access broader references that will
increase their knowledge.
An important point made by the students is that sometimes, the use
of technology for learning environments represents a pedagogy
divorced from life, the contents alien to what is being lived, to the
context, which is unacceptable, because the platforms or virtual
classrooms do not prevent at all, interaction and the establishment of
ties, The use given to them depends on the pedagogical positions of
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those who promote them, they can be tools for the reification of
students, reducing them to receivers of instructions and executors of
tasks, or to visualize them as active agents who have at their disposal
the technologies to build learning.
Among the difficulties that the interviewees faced during the
pandemic to access the development of their educational programs
through technological means, there are three aspects. The first of
these represents a set of factors related to the social sphere; the
second to the personal sphere and the third to the pedagogical sphere.
Each of these areas has different manifestations, but for the purpose
of communication, a synthesis of each area is made.
With respect to the social sphere, it was found that there is a concrete
evidence of a digital divide, where the resources available to students
do not always guarantee access to the Internet and digital media.
They point out that, although they have internet service, the
bandwidth is not always efficient and therefore certain resources
such as videos or work on platforms or virtual classrooms are not
affordable for them and have to be replaced by less demanding
resources, but also less dialogic, such as WhatsApp, audios or text
messages. Care must be taken to ensure that the use of technology in
education does not lead to the exclusion of the less privileged; equal
opportunities must be sought.
On a personal level, the interviewees mentioned that, in addition to
the technical difficulties of virtuality, they have difficulties linked to
situations of poverty and social marginalization that translate into
daily inconveniences such as not having the basic infrastructure at
home for virtual work. They emphasize that they personally have to
face the demands of the activities within the technological platforms
with their real possibilities, which generally derive from precarious
family dynamics Poverty, where school is not a priority and
therefore represents a much more considerable effort for them than
for others.
A major difficulty in the pedagogical field is that there is a risk that
the use of technologies in teaching may lead to the exclusion of
students who learn differently from their peers. The premise that
there are different rhythms and styles of learning must be taken into
account, and if the inclusion of different abilities is desired, the
homogenization of the curriculum must be avoided, since working
in virtual environments can lend itself to mechanization, to the use
of prescriptive indicators that lead to the execution of tasks where
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reflection and flexibility of learning are not deprived, much less to
considering the diversity of abilities.
One of the great challenges for the use of technology in educational
institutions is to resignify pedagogy towards a humanistic, emotional
pedagogy between teachers and students that is realized through
technology, but transcends it. The aim is to generate a constructivist,
loving, non-extensionist and non-colonialist view, in which citizens
build a solidary formation, where collectivity prevails over
individualism, so that technological resources are only a tool that is
at the service of man and social welfare, with justice and equity.
Therefore, it is necessary the presence of a teacher trained in
pedagogy can turn any error into a learning opportunity, but also
with training in the management of platforms, media and various
virtual tools to be used, according to the context, capabilities and
personal conditions of students.
Discussion
An important contribution of this research is that it clearly shows
how differences in school achievement are not a cognitive issue,
since by working with a population with similar logical-
mathematical thinking development, the functionalist premise that
differences in access to school culture are of a natural nature,
attributed to the individual, is eliminated beforehand, and shows how
social conditioning factors and inequality of opportunities are
present in the success or failure faced by students in school on a daily
basis.
Another issue that this study brings to the table for discussion is that
the use of technologies in university education during the pandemic
has increased significantly and has had a considerable impact on the
way professors teach and students learn. professors, in turn, have had
to adapt their teaching methods to virtual platforms, such as learning
management systems and videoconferencing tools. This transition
has been a challenge for many, but it has also opened up new
opportunities to make the most of technologies in education. Once
students had to interact with them and face processes that they did
not handle, they deployed a series of capabilities that enriched their
knowledge and were left to be used in normal contexts.
One of the most important challenges has been to ensure that all
students have access to the technologies necessary to participate in
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online education. Not all students have reliable Internet devices or
connections, which can lead to inequalities in access to education.
Universities have had to implement measures to provide technology
resources to students in need, such as equipment loans or subsidies
for connectivity, providing access to online learning platforms,
learning management systems, digital libraries, and online
collaboration tools.
One issue that was keenly felt and expressed in a variety of ways by
students and faculty was the emotional and motivational challenges
generated by the use of virtuality during the pandemic such as lack
of face-to-face interaction, feelings of isolation and difficulty in
maintaining motivation are some of the common problems. It is
critical that universities provide emotional support and resources to
maintain the motivation and well-being of the student and faculty
community.
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