The technological revolution and its impact on current education: educational response to COVID-19
Keywords:
education, knowledge, pandemic, technology, virtualAbstract
The Technological Revolution is one of the most important processes that emerged in the current era, better known as the “knowledge society '', which implies the introduction of Information and Communication Technologies (ICT) in the various contexts of society, such as in education. The subject of this document arises from the problems experienced around the world and the ignorance of the impact that the pandemic has caused in different aspects of current life. And it is that, because of one of the most serious diseases, countless strategies have been used that allow human beings to mediate their activities as they did previously. Education is one of the contexts that have been affected by this virus, in addition to being considered essential for the development of society, a National Educational Plan has been chosen within Ecuador, giving an immediate and favorable response to the process of teaching-learning, having technology as the main means of interaction. The information contained in the text is closely related to the compilation of various bibliographic sources using the deductive method, which significantly contributes to the conclusion of the problem raised, achieving effective and efficient results from the development of the same research.
Downloads
References
Álvarez, H., Arias, E., Bergamaschi, A., López, A., Noli, A., Ortiz, G.,. . . Viteri, A. (May 2020). Education in times of the Coronavirus.
Ambesi, L. (2019). Technology, labor relations and labor law: about the tension between the technique and the person. Socio-Legal Studies, 21 (1), 245-266.
Astur, R. S., Ortiz, M. L., & Sutherland, R. J. (1998). A characterization of performance by men and women in a virtual Morris water task:: A large and reliable sex difference. Behavioural brain research, 93(1-2), 185-190. https://doi.org/10.1016/S0166-4328(98)00019-9
Breilh, J. (2015). Epidemiology of the XXI century and cyberspace: rethinking the theory of power and the social determination of health. Revista Brasileira de Epidemiologia, 18 (4), 972-982.
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and teacher education, 5(1), 43-51. https://doi.org/10.1016/0742-051X(89)90018-8
Corral, F. (2020). Technology as a revolution. THE TRADE.
Dashraath, P., Jeslyn, W. J. L., Karen, L. M. X., Min, L. L., Sarah, L., Biswas, A., ... & Lin, S. L. (2020). Coronavirus disease 2019 (COVID-19) pandemic and pregnancy. American journal of obstetrics and gynecology. https://doi.org/10.1016/j.ajog.2020.03.021
Díaz, L., & Folguera, G. (2017). Intellectual property and notions of life: relationships, conditions of possibility and challenges. Ibero-American Journal of Science, Technology and Society, 12 (35), 11-38.
Economic Commission for Latin America and the Caribbean. (April 24, 2019). Technological revolution: challenges and opportunities for industry, employment, gender equality and social development in Latin America and the Caribbean.
El Telégrafo. (2018). Digital Transformation in Latin America and the Caribbean.
EL UNIVERSO. (2020). Educating online, a challenge due to limited access to the Internet in Ecuador. THE UNIVERSE.
El Universo. (2020). Technological tools in homes.
Elacqua, G., & Schady, N. (2020). Education in the face of Covid-19 in Latin America: Challenges and policy alternatives.
García, M . (2020). Teaching from home. A necessary alternative in times of Covid 19. Pole of Knowledge: Scientific-professional magazine. 5 (4), 304-324.
Guston, D. H., & Sarewitz, D. (2002). Real-time technology assessment. Technology in society, 24(1-2), 93-109. https://doi.org/10.1016/S0160-791X(01)00047-1
Hernández, M., & Alcaraz, J. (2018). Incident factors in early school leaving. Journal of Research in Education 16 (2).
Martínez, L., & Azcona, A. (2020). Post-Covid School: The Opportunity to Rethink Inclusive Education. International Journal of Education for Social Justice, 9 (3).
Mertens, L. (2018). The 4.0 technological revolution and its impact on people's skills: disruption or evolution? [Post on a blog].
Minh, N. Q. (2004). Solid oxide fuel cell technology—features and applications. Solid State Ionics, 174(1-4), 271-277. https://doi.org/10.1016/j.ssi.2004.07.042
Ministry of Education. (2020). Minister Creamer announced to the media the Educational Plan We Learn Together at Home.
Molina, A. , Roque, L., Garcés, B., Rojas, Y., Dulzaides, M., & Selín, M. (2015). The communication process mediated by information technologies. Advantages and disadvantages in different spheres of social life. MediSur, 13 (4), 481-493.
Ortega, G. (2017). How a scientific investigation is generated that is later the subject of publication. Journal of the Selva Andina Research Society. 8 (2), 145-146.
Oviedo, A. (2020). Education in times of COVID-19.
Quiroga, D., Torrent, J., & Murcia, C. (2017). Uses of ICT in Latin America: a characterization. I will engineer. Chilean Engineering Journal, 25 (2), 289-305.
Ríos, A., Ceconello, M., & García, A. (2015). Social networks as an educational tool: the perception of students of agricultural sciences. Agronomic magazine of the Argentine northwest, 35 (2), 27-31.
Rivas, Y. C., Valdivieso, P. A. V., & Rodriguez, M. A. Y. (2020). Virtual reality and 21st century education. International research journal of management, IT and social sciences, 7(1), 37-44.
Saiki, E. M., & Biringen, S. (1996). Numerical simulation of a cylinder in uniform flow: application of a virtual boundary method. Journal of computational physics, 123(2), 450-465. https://doi.org/10.1006/jcph.1996.0036
Statista. (2018). How many Internet users are there in Latin America?
UNESCO. (2016). PROJECT FORMULATION Support Tools Series.
United Nations Children's Fund. (2020). COVID-19: How to ensure the learning of children without access to the Internet.
Vesper, K. H., & Gartner, W. B. (1997). Measuring progress in entrepreneurship education. Journal of Business venturing, 12(5), 403-421. https://doi.org/10.1016/S0883-9026(97)00009-8
Villarreal, S., García, J., Hernández, H., & Steffens, E. (2019). Teaching Competencies and Transformations in Education in the Digital Era. University education, 12 (6).
Vinueza, S., & Simbaña, V. (2017). Impact of ICT in Higher Education in Ecuador. Publishing Magazine (SER Educational Corporation, Ecuador) 4 (11), 355-368.
World Health Organization. (2020). Questions and Answers on Coronavirus Disease (COVID-19).
Zhang, D., Hu, M., & Ji, Q. (2020). Financial markets under the global pandemic of COVID-19. Finance Research Letters, 101528. https://doi.org/10.1016/j.frl.2020.101528
Published
How to Cite
Issue
Section
Copyright (c) 2021 International research journal of management, IT and social sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Research Journal of Management, IT and Social sciences (IRJMIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJMIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IRJMIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IRJMIS volumes 7 onwards. Please read about the copyright notices for previous volumes under Journal History.