Aprendizaje a distancia e integración tecnológica por la pandemia del Covid-19 en Perú




Palabras clave:

Integración de la tecnología de los docentes, adopción de la educación a distancia, educación a distancia, COVID-19.


El objetivo del presente estudio consistió en examinar los problemas en particular con respecto a las tecnologías utilizadas, en el proceso de educación a distancia y los niveles de adopción de la educación a distancia de los docentes. La investigación se realizó bajo el enfoque cuantitativo de tipo descriptivo, con una muestra constituida por 572 maestros en Perú, en el que se aplicó un cuestionario de Google Forms en línea. Los resultados revelan que los profesores se encuentran en un nivel de mejora de la integración de la tecnología y, por lo tanto, integran la tecnología como una transformación del aprendizaje.

Biografía del autor/a

Roberto Carlos Dávila Morán, Universidad Privada del Norte, Lima, Perú.

Universidad Privada del Norte, Lima, Perú.

Eucaris del Carmen Agüero Corzo, Universidad Pedagógica Experimental Libertador, Maturín, Venezuela.

Universidad Pedagógica Experimental Libertador, Maturín, Venezuela.


Adnan, M., Kalelioglu, F., & Gulbahar, Y. (2017). Assessment of a multinational online faculty development program on online teaching: Reflections of candidate e-tutors. Turkish Online Journal of Distance Education, 18(1), 22-38.

Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519-524.

Anderson, L. W., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Anderson, T., & Dron, J. (2017). Integrating learning management and social networking systems. Italian Journal of Educational Technology, 25(3), 5-19.

Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom environment. Teaching English with Technology, 19(1), 3-20.

Cetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.

Clausen, J. M., Bunte, B., & Robertson, E. T. (2020). Professional development to improve communication and reduce the homework gap in grades 7-12 during COVID-19 transition to remote learning. Journal of Technology and Teacher Education, 28(2), 443-451.

Corno, L. (2000). Looking at homework differently. The Elementary School Journal, 100(5), 529-548.

Corno, L., & Xu, J. (2004). Homework as the job of childhood. Theory into practice, 43(3), 227-233.

Davey, B. (1988). How do classroom teachers use their textbooks? Journal of Reading, 31(4), 340-345.

Davies, R. S., & West, R. E. (2014). Technology integration in schools. En Handbook of Research on Educational Communications and Technology (págs. 841-853). New York: Springer.

Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic: an independent report on approaches to distance learning during COVID19 school closures.

Hall, B. H., & Khan, B. (2003). Adoption of new technology (No. w9730), National bureau of economic research.

Heggart, K. R., & Yoo, J. (2018). Getting the most from google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 9.

Holcomb, Z. C. (2016). Fundamentals of descriptive statistics. Routledge.

Innovations in open and flexible education. (2018). En H. K. Singh, T. M. Lim, T. K. Woo, & M. Fadzil, Mobile learning support to distance learners: using WhatsApp Messenger (págs. 109-119). Singapore: Springer.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.

Kotrlik, J. W., & Redmann, D. H. (2009). Technology adoption for use in instruction by secondary technology education teachers. Journal of Technology Education, 21(1), 44-59.

Lee, J. H. (2012). Cooperative Design,Visualization,and Engineering. En Real-Time Mobile Distance Learning System for Smartphone (págs. 24-32). Berlin: Springer.

Levin, K. A. (2006). Study design III: Cross-sectional studies. Evidence-based dentistry, 7(1), 24-25.

Martinez-Cola, M., English, R., Min, J., Peraza, J., Tambah, J., & Yebuah, C. (2018). When pedagogy is painful: Teaching in tumultuous times. Teaching Sociology, 46(2), 97-111.

McDonald, C. V. (2016). Evaluating junior secondary science textbook usage in Australian schools. Research in Science Education, 46(4), 481-509.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

Nawaila, M. B., & Bicen, H. (2018). WhatsApp as a tool for distance learning. Ponte Journal, 74(1).

Ouadoud, M., Nejjari, A., Chkouri, M. Y., & El-Kadiri, K. E. (2017). Proceedings of the Mediterranean Symposium on Smart City Applications. En Learning management system and the underlying learning theories (págs. 732-744). Cham: Springer.

Rahmadi, I. F., Hayati, E., & Nursyifa, A. (2020). Comparing Pre-Service Civic Education Teachers' TPACK Confidence across Course Modes: Insights for Future Teacher Education Programs. Research in Social Sciences and Technology, 5(2), 113-133.

Redmann, D., & Kotrlik, J. (2009). Family and consumer sciences teachers’ adoption of technology for use in secondary classrooms. Journal of Family and Consumer Sciences, 27(1), 29-45.

Rogers, E. M. (1962). Diffusion of innovations. New York: Free Press of Glencoe.

Rozak, A., & Albantani, A. M. (2018). Desain perkuliahan bahasa arab melalui google classroom. Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 5(1), 83-102.

Safei, S., Amin, M. A., Rose, A. N., & Rahman, M. N. (2011). Instant e-teaching framework model for live online teaching. International Journal of Computer Science Issues, 8(2), 84-91.

Saleh, S. T. (2019). Chat and Learn: Effectiveness of Using WhatsApp as a Pedagogical Tool to Enhance EFL Learners Reading and Writing Skills. International Journal of English Language and Literature Studies, 8(2), 61-68.

Sepasgozar, S. M., & Davis, S. (2018). Construction technology adoption cube: An investigation on process, factors, barriers, drivers and decision makers using NVivo and AHP analysis. Buildings, 8(6), 74.

Shin, D. H., Shin, Y. J., Choo, H., & Beom, K. (2011). Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices. Computers in Human Behavior, 27(6), 2207-2214.

Singh, H. K., Lim, T. M., Woo, T. K., & Fadzil, M. (2018). Innovations in open and flexible education. En Mobile learning support to distance learners: using WhatsApp Messenger (págs. 109-119). Singapore: Springer.

Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649.

Suldo, S. M., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and mental health in high‐achieving high school students. Psychology in the Schools, 45(4), 273-290.

Tondeur, J., Devos, G., Van Houtte, M., van Braak, J., & Valcke, M. (2009). Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration. Educational studies, 35(2), 223-235.

Tuncay, N. (2016). Smartphones as Tools for Distance Education. Online Submission, 6(2), 20-30.

Vázquez-Cano, E. (2014). Mobile distance learning with smartphones and apps in higher education. Educational Sciences: Theory and Practice, 14(4), 1505-1520.

Walker, D. S., Lindner, J. R., Murphrey, T. P., & Dooley, K. (2016). Learning management system usage. Quarterly Review of Distance Education, 17(2), 41-50.

Wang, X., & Cheng, Z. (2020). Cross-Sectional Studies. Chest, 158(1), S65-S71.

Xu, J. (2011). Homework Completion at the Secondary School Level: A Multilevel Analysis. The Journal of Educational research, 104(3), 171-182.

Xu, J., & Yuan, R. (2003). Doing homework: Listening to students,'parents,'and teachers' voices in one urban middle school community. School Community Journal, 13(2), 25.




Cómo citar

Dávila Morán, R. C. ., & Agüero Corzo, E. del C. . (2021). Aprendizaje a distancia e integración tecnológica por la pandemia del Covid-19 en Perú. Revista Eduweb, 15(1), 98–111. https://doi.org/10.46502/issn.1856-7576/2021.15.01.9




Artículos más leídos del mismo autor/a