Teaching experiences in the use of Technologies for Learning during COVID-19confinement in multicultural contexts

Abstract

The pandemic has left teaching experiences that showed the need to integrate emerging approaches with learning technologies. The objective of this study is to analyze the technological factors and conditions that teachers in basic education faced when faced with the use of technologies for learning during the confinement from 2020 to 2021, in multicultural contexts. Under the hypothesis: Teaching in Basic Education was limited by factors that hindered the adequate use of technologies for learning, being affected the teachers who speak the different native languages in their multicultural contexts. Quantitative, empirical-analytical research, in which a mixed instrument divided into sections with a total of 34 questions was applied to 138 subjects who participated in a teaching digital skills workshop and answered voluntarily. It was possible to identify various factors related to the context, access to resources and their preparation, among others, situations that limited educational practice during the pandemic, which impacted the proper use of technology as support for learning achievement. , in mestizo teachers and speakers of the Náajeri, Wixárika, O'Dam and Mexican languages.