Herramientas digitales y aprendizaje autónomo en estudiantes de educación secundaria
DOI:
https://doi.org/10.47606/ACVEN/PH0280Keywords:
Aprendizaje autónomo, Aprendizaje en educación secundaria, Herramientas digitales, Impacto de la tecnología en la educaciónAbstract
Se determinó el uso de las herramientas digitales (DT) y el aprendizaje autónomo (AL) de discentes de secundaria, y exploraron las diferencias por sexo. La muestra fue de 150 sujetos (N 244). La estrategia fue cuantitativa, descriptiva, correlacional y comparativa. Se empleó la encuesta, y el cuestionario (Lozano, 2017), fue utilizado para medir el uso de las DT. Está conformado por 3 componentes (Tecnológico-DTT, Informacional-DTI y Comunicativo-CDT). La inferencia de correlación se hizo con el Test-Spearman. El U-Mann-Whitney test fue usado para el contraste por sexo. Prevalecieron usos altos de las DT y de sus tres componentes, los que convergían con u AL que reflejaba el logro de las metas. No se identificaron diferencias por sexo. Las correlaciones bivariadas entre las dimensiones de la variable DT y la AL arrojó un valor de 0.60. Se confirma así lo apreciado en la tabla de contingencia, por tanto los niveles mayores de uso de DT se acompañan de mayores niveles de aprendizaje autónomo. Las dimensiones de las DT también exhiben relaciones directas y significativas. Se demuestra estadísticamente que los niveles de DT tecnológica, informacional y comunicacionales se relacionan con los niveles más altos de logro de aprendizaje autónomo de los estudiantes. En este sentido, sería prudente propiciar mediante capacitaciones el incremento de los niveles de DT para que esto se traduzca en mejores niveles de AL.
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