Article

Barriers in the technological environment of education

Barreras en el entorno tecnológico de la educación

Obstáculos no ambiente tecnológico da educação

Johnny Campoverde López

Mgts. Universidad de Guayaquil, Facultad de Filosofía, Letras y Ciencias de la Educación,

Guayaquil, Ecuador, johnny.campoverdel@ug.edu.ec

https://orcid.org/0000-0003-0108-4755

Jacqueline López López

MSc. University of Guayaquil, Faculty of Philosophy, Letters and Educational Sciences,

Guayaquil, Ecuador, jacqueline.lopezl@ug.edu.ec

https://orcid.org/00000-0003-2113-2451

Received November 2021 - Accepted January 2022

Revista Iberoamericana de la Educación

Vol 5 – No 2, April - June 2022

e-ISSN: 2737-632x

Pgs 43 - 53

Abstract: Currently using innovation and technological tools in a classroom

is more than being updated, it is to be connected with students and the

environment in which they develop daily. The proper use of electronic tools

through a technological environment will help to develop more efficiently,

reliably and satisfactorily from the beginning of the teaching-learning

process. However, it is necessary to analyze the barriers and inconveniences

generated before, during and after its application, so a qualitative and

quantitative research will be used through checklists applied to students in the

third semester of the Language and Literature career, in order to establish the

use of technological tools within the different subjects they are studying,

whose results show that the lack of preparation of teachers to create an

appropriate environment directly affects the educational training. It can be

concluded that there is a need to prepare teachers in the implementation of a

technological environment according to the different subjects to be taught, in

Article

Barriers in the technological environment of education

order to involve more students who through technology will receive scientific

information that will allow them to exercise their profession more proactively

in different work environments.

Key words: Playful environments, didactic strategies, reading comprehension

and learning.

Resumen: Actualmente emplear innovación y herramientas tecnológicas

dentro de una clase es más que estar actualizado, es estar conectados con los

estudiantes y el entorno en que se desenvuelven diariamente. El uso adecuado

de las herramientas electrónicas a través de un ambiente tecnológico ayudara

a desarrollar más eficiente, confiable y satisfactoriamente desde el inicio del

proceso enseñanza-aprendizaje. Sin embargo hay que analizar las barreras e

inconvenientes generados antes, durante y después de su aplicación, por lo

que se utilizara una investigación cualitativa y cuantitativa a través de listas

de cotejos aplicadas a estudiantes del tercer semestre de la carrera Lengua y

Literatura, con la finalidad de establecer el uso de herramientas tecnológicas

dentro de las diferentes materias que están estudiando, cuyos resultados

demuestran que la falta de preparación de los docentes para crear un entorno

apropiado incide directamente en la formación educativa. Se puede concluir

en la necesidad de preparar a los docentes en la implementación de un entorno

tecnológico de acuerdo con las diferentes asignaturas a dictar, con la finalidad

de involucrar más a los estudiantes quienes a través de la tecnología

receptaran información científica que les permitirá ejercer más

proactivamente su profesión en los diferentes ámbitos laborales.

Palabras clave: Ambientes lúdicos, las estrategias didácticas, la comprensión

lectora y el aprendizaje

Article

Barriers in the technological environment of education

Resumo: Actualmente, a utilização de ferramentas de inovação e

tecnológicas na sala de aula é mais do que estar actualizado, está a ser ligado

aos estudantes e ao ambiente em que estes se desenvolvem diariamente. A

utilização adequada de ferramentas electrónicas através de um ambiente

tecnológico ajudará a desenvolver-se de forma mais eficiente, fiável e

satisfatória desde o início do processo de ensino-aprendizagem. No entanto,

é necessário analisar as barreiras e inconvenientes gerados antes, durante e

após a sua aplicação, pelo que será utilizada uma pesquisa qualitativa e

quantitativa através de listas de controlo aplicadas aos alunos no terceiro

semestre do curso de Língua e Literatura, a fim de estabelecer a utilização de

ferramentas tecnológicas dentro das diferentes disciplinas que estão a estudar,

cujos resultados mostram que a falta de preparação dos professores para criar

um ambiente adequado tem um impacto directo na formação educacional.

Pode-se concluir que há necessidade de preparar os professores na

implementação de um ambiente tecnológico de acordo com as diferentes

disciplinas a serem ensinadas, com o objectivo de envolver mais os

estudantes, que através da tecnologia receberão informação científica que lhes

permitirá exercer a sua profissão de forma mais pró-activa nos diferentes

ambientes de trabalho.

Palavras-chave: ambientes lúdicos, estratégias didácticas, leitura,

compreensão e aprendizagem.

INTRODUCTION

Education in the 21st century, having transformed the learning process by

creating several and new ways or paths for the teacher to make a correct

connection with the student to create an effective communication channel or

input thanks to technology, turning the classroom into a technological

Article

Barriers in the technological environment of education

environment, the change from the traditional way to a new super way of

education. UNESCO-IEU, (2010) indicates that the change that leads to raise

the problem in adapting to the use of different technological tools that

teachers do not know and must learn for the correct application and optimize

the teaching-learning process. Echegaray-Bengoa & Soriano-Ferrer, (2016);

Moral Pérez et al., (2014); Gavilanes et al., (2019) The main objective is to

familiarize teachers with the facilities that can be obtained through the use of

different tools. For Jiménez, (2014) this research is justified considering the

importance of ratifying the immense advantage for the improvement of

teaching through the use of innovation, considering the barriers that arose as

technology developed. Rodríguez et al., (2021) The author states that

"technology should be considered as one of the most useful resources to

expand the communicative capacity of students and to develop discursive

strategies that allow them to adequately cover the communicative needs that

society is increasingly demanding" (p. 28). Referring to this idea is where

teachers since several years ago took action in preparation for change and the

incursion of technology in the different educational processes, there are

several barriers, I will point out in my opinion the most radical "adaptation"

but not for the student because this character is already immersed in the

technological idea, this disadvantage of adaptation is based on the issuer ie

the teacher because it is he/she who must adapt to this digital era that we are

going through.

Espinosa et al., (2014); Berselli, (2018) y Barba, (2015) in their researches

for decades the teaching process was submerged in an abyss where the

fundamental thinking was based on the traditional, creating a gap or empty

space of continuous improvement, at different points or moments of

educational development it was very difficult to imagine or think about the

union of different technologies that were emerging until being able to reach

Article

Barriers in the technological environment of education

the technological era, where the communication channels underwent a

transformation due to the wide variety of possibilities (face-to-face or virtual).

For many teachers, the learning process never ends, we will always continue

to be students absorbing knowledge from experiences, experiences, research,

etc. Here appears the next barrier "limitation".

Ynzunza & Izar, (2013) questions "when developing their task in

technological environments will be strongly conditioned by the

communications infrastructure available to them, the space available in their

usual work center that allows easy integration of technology. their preparation

for the use of this technology, the availability of the teacher for ongoing

training to ensure that they do not lose the technological career." (p. 2). We

can understand innovation, i.e. there are several factors that are limiting our

technological use, but it will be a fundamental part of the teacher to find the

way within a great world of possibilities and alternatives to be able to insert

technology, for Molina et al., (2010) the most serious problem is when all the

resources exist but the limitation is the educator's due to lack of knowledge

or training of hardware and software, both elements that are now a priority

for the development of the process, without leaving aside the ability to use

these factors in the most appropriate way for our objective, which is

education.

At the moment of working with technology as a way in education another

barrier appears "lack of knowledge", we must clarify that the lack of

knowledge at this stage is not related to the management of the different

technological alternatives, this lack of knowledge refers to the background of

the use assigned to the applications used in a class regardless of the level,

since technology without guidance will not generate any positive result and

rather everything will be catastrophic for both parties.

Article

Barriers in the technological environment of education

Tobón, (2019) considers "ICT and mainly networks, as an educational space,

offer us a series of possibilities that we should consider when considering

innovative E-A processes as long as we do not lose sight of the fact that

innovation must mean progress and that it makes no sense to introduce many

technological elements in classical educational processes for a mere question

of fashion or current events" (p. 49). It is not the best educator or facilitator

who manages more applications or uses the largest number of multimedia

tools known, since in this educational process we will not teach our students

to manage platforms, our mission should always be to facilitate the

understanding and comprehension of the different subjects or subjects to

students regardless of the educational level, never lose the focus of the class

or allow technology to assume the main role, since the same without the user

would not be generating anything or driving innovation. Knowing that in a

digital world where the key is technology and being able to use it in the most

proactive way facilitating teaching or being able to reach places where access

is limited through the different tools and applications obtaining the generation

of learning and later knowledge generates a great advantage in the world of

education, which in the future will be the key to break barriers in limited

technological environments.

MATERIALS AND METHODS

This project directs methodological attention in both qualitative and

quantitative areas. The qualitative method is expressed in the scientific

process, understanding its movement through the logical investigation of the

theoretical support of the variables up to the interpretation of the process, and

the quantitative data were obtained from the tabulations of the surveys.

Article

Barriers in the technological environment of education

Theoretical methods include:

• Analysis-synthesis: which is used to break down the object of study

and find its constitution and representation in whole and in parts. This

method is also applied through logical research.

• Inductive-Deductive: it allows the research to start from the particular

and unique fact in the context until reaching the scientific

generalization.

• Historical and Logical: provides a natural connection to the history of

the object of study.

• Structural - Strategic-Functional System: it is used for modeling in

this research, logical study of the parts separately, the interrelation and

interaction which allows to identify the purpose of the whole system.

It is the one that presents the complete system, the tutoring with the

technological applications for its correct use.

Empirical Methods:

The authors make use of empirical instruments such as Observation, which

allows to detect and examine the information found within the context to

establish a record of certain facts through a physical document such as the

observation guide, which reveals the most relevant aspects of the research.

• Surveys: applied to deepen the diagnosis of the problem for the

application of technological tools in classes for students.

Article

Barriers in the technological environment of education

• Statistical-Mathematical Analysis: through this method it was

possible to collect statistical information which can be observed in

tables and graphs that allowed highlighting the difficulties and

strengths found in each criterion evaluated.

The analysis of the student surveys shows that teachers are unaware of the

application of technological tools. Additionally, there is little application of

technological applications in the development of classes, consequently,

classes are conducted in a traditional manner. Through the surveys it was

possible to determine that students are interested in learning through different

technological tools.

RESULTS

One of the questions was whether the use of technological tools in the

classroom is considered important. The result was that 70% of the students

totally agree, since through technological tools students will be able to learn

the contents of the subjects, as well as the use of different technological

applications. For some students, the use of technological tools facilitates and

speeds up the learning of the contents. The use of these technological

resources will be useful for future teachers.

Table 1. Results obtained

QUESTION

IN FULL

AGREEMENT

AGREED

MODERATELY

AGREE

DISAGREEMENT

STRONGLY

DISAGREE

1) Would the use of technological tools

facilitate learning?

85%

15%

2) Do you consider that the application of

technological tools will help you to learn the

contents of the subject and new

applications?

75%

25%

3) Do you think you have developed your

basic technological skills?

75%

25%

4) Will the use of technological tools in the

classes you receive help you to use them in

the future?

100%

Article

Barriers in the technological environment of education

5) Would the application of more

technological tools imply the use of modern

equipment?

80%

20%

6) Do you consider that the use of platforms

as virtual tools meets your learning

expectations?

75%

25%

7) Is the use of e-learning devices

necessary?

100%

8) Do you consider that the correct time

management makes learning more

effective?

50%

9) Is it important to share with your

teacher face to face?

75%

25%

10) Do you consider it necessary to prepare

teachers for the use of technological tools?

82%

18%

It is necessary to consider the importance of the application of technological

tools in the classes of the different subjects, since currently there are

applications for the different areas of study; however, in the future, more

studies should be carried out to determine the number of subjects that do apply

technological tools.

The question that arises is whether the learning results are the same or better

through technological tools than using the traditional method.

Another question is whether teachers agree to learn the use of technological

tools.

Educational institutions are willing to invest in modern technological

equipment to facilitate the process.

CONCLUSIONS

The aforementioned barriers are part at some point of each one of the teachers

or professors, in the change of way to teach; The most important thing is not

the student nor to have the most modern facilities or software on the market,

the main axis is the teacher, because it will be the one who guides and

manages the use of techno-inclusive alternatives in the educational

technological environment, generating a great result is not only merit of the

student, it is a shared satisfaction where the technique, effort and dedication

Article

Barriers in the technological environment of education

of teacher-student is the most valued for a future where the objective will have

been achieved, which should be to have generated knowledge and thus

continue to advance for the benefit of society.

REFERENCES

Barba, C. F. O. (2015). Internet in Higher Education. Revista de La Educación

Superior,44 (175), 177-182. https://doi.org/10.1016/j.resu.2015.08.001

Berselli, C. (2018). DISTRIBUTION CHANNELS AND STRATEGIES IN

RESTAURANTS A study in Balneário Camboriú - Brazil. Estudios y

Perspectivas En Turismo,27 (3), 609-627.

http://www.scielo.org.ar/pdf/eypt/v27n3/v27n3a07.pdf

Echegaray-Bengoa, J., & Soriano-Ferrer, M. (2016). Teachers' knowledge

about developmental dyslexia: educational implications. Aula

Abierta,44 (2), 63-69. https://doi.org/10.1016/j.aula.2016.01.001.

Espinosa, H. R., Betancur, L. F. R., & Aranzazu, D. (2014). Computer literacy

and use of learning management systems (LMS) in university teaching.

Revista de La Educacion Superior,43 (171), 139-159.

https://doi.org/10.1016/j.resu.2015.03.004.

Gavilanes Sagñay, M. A., Yanza Chavez, W. G., Inca Falconi, A. F., Torres

Guananga, G. P., & Sánchez Chávez, R. F. (2019). ICTs in teaching and

learning processes. Digital Science,3 (2.6), 422-439.

https://doi.org/10.33262/cienciadigital.v3i2.6.575.

Jiménez, A. M. (2014). Academic development and scientific production:

The shadow of the dictator. Educational Profiles,36 (145), 3-10.

https://doi.org/10.1016/S0185-2698(14)70634-8.

Molina, M. E. R., Saura, I. G., & García, H. C. (2010). The moderating effect

of age on the relationship between perceived value, retailer ICT and

customer loyalty. Cuadernos de Economia y Direccion de La

Article

Barriers in the technological environment of education

Empresa,13 (43), 64-91. https://doi.org/10.1016/s1138-5758(10)70010-

Moral Pérez, M. E. Del, Martínez, L. V., & Neira Piñeiro, M. D. R.. (2014).

ICT opportunities for educational innovation in rural schools in Asturias.

Aula Abierta,42 (1), 61-67. https://doi.org/10.1016/S0210-

2773(14)70010-1.

Rodríguez Cáceres, A. A., Lever Méndez, J., Alfonso Mora, M. L., Vanegas

Riaño, M. A., Sánchez Gutiérrez, L. A., Bermúdez Jiménez, V. N., &

Sarmiento Vargas, C. A. (2021). Project-based learning for

physiotherapeutic reasoning on spinal pain during quarantine by

COVID-19. Medical Education, xxxx.

https://doi.org/10.1016/j.edumed.2021.06.003.

Tobón, S. (2019). Analysis of the Relevance of Some Pedagogical

Approaches and Models for the Knowledge Society. Human

Development and Socioformation.

UNESCO-IEU. (2010). Measuring information and communication

technologies (ICT) in education - user's manual.

http://www.uis.unesco.org

Ynzunza Cortés, C. B., & Izar Landeta, J. M. (2013). Effect of competitive

strategies and market-oriented resources and capabilities on

organizational growth. Contaduría y Administración,58 (1), 169-197.

https://doi.org/10.1016/s0186-1042(13)71202-6.