Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities

Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities

In Mexico, during the contingency due to the COVID-19 pandemic, people with disabilities faced various difficulties in the educational field. The objective of this work was to describe the characteristics and problems in the access and use of digital technologies that, during the online classes of t...

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Main Authors: Lemus-Pool, María Consuelo, Bárcenas-Curtis, César, Millán-Orozco, Arely Socorro
Format: Online
Language:spa
Published: Universidad Autónoma de Tamaulipas 2024
Online Access:https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1834
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record_format ojs
institution CIENCIA UAT
collection OJS
language spa
format Online
author Lemus-Pool, María Consuelo
Bárcenas-Curtis, César
Millán-Orozco, Arely Socorro
spellingShingle Lemus-Pool, María Consuelo
Bárcenas-Curtis, César
Millán-Orozco, Arely Socorro
Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities
author_facet Lemus-Pool, María Consuelo
Bárcenas-Curtis, César
Millán-Orozco, Arely Socorro
author_sort Lemus-Pool, María Consuelo
title Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities
title_short Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities
title_full Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities
title_fullStr Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities
title_full_unstemmed Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities
title_sort access and use of digital technologies during the covid-19 pandemic: experience of primary school students with disabilities
description In Mexico, during the contingency due to the COVID-19 pandemic, people with disabilities faced various difficulties in the educational field. The objective of this work was to describe the characteristics and problems in the access and use of digital technologies that, during the online classes of the 2020-2021 school year, were reported by relatives who accompanied primary-level students with various types of disabilities enrolled in schools with different learning approaches, in the context of southern Tamaulipas. 93 questionnaires were applied to caregivers of primary students with disabilities. Their responses are analyzed from a descriptive quantitative perspective. Results show that every student had at least one technological device for online classes, with the cell phone being the most frequent resource (100 %) and internet connection at home through mobile data (97 %). The main mediation tools were the use of text books, booklets, or photocopies (72 %) and the use of platforms and apps (Google Classroom or Meet, Teams, Zoom and Whastssap) (69 %). However, they did not have accessibility planning, and the resources of the Learn at Home government program were underutilized with a reported use of 3 % of the web page and 2 % of radio and television programs. Public schools exclusively for people with disabilities (Multiple Attention Centers, CAM) were the ones that applied the least technological mediation, and those that taught classes on a less regular basis. There was a field of opportunity in training for a more intensive use of accessibility applications and tools that facilitate the process of technological appropriation, according to the type of disability. During the pandemic, the implementation of distance education presented differences in its scope and effectiveness, affecting vulnerable groups.
publisher Universidad Autónoma de Tamaulipas
publishDate 2024
url https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1834
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spelling oai:ojs.pkp.sfu.ca:article-18342024-07-20T01:00:24Z Access and use of digital technologies during the COVID-19 pandemic: experience of primary school students with disabilities Acceso y uso de tecnologías digitales durante la pandemia de COVID-19: experiencia de estudiantes de primaria con discapacidad Lemus-Pool, María Consuelo Bárcenas-Curtis, César Millán-Orozco, Arely Socorro brecha digital COVID-19 discapacidad educación básica clases en línea digital divide COVID-19 disability primary education online classes In Mexico, during the contingency due to the COVID-19 pandemic, people with disabilities faced various difficulties in the educational field. The objective of this work was to describe the characteristics and problems in the access and use of digital technologies that, during the online classes of the 2020-2021 school year, were reported by relatives who accompanied primary-level students with various types of disabilities enrolled in schools with different learning approaches, in the context of southern Tamaulipas. 93 questionnaires were applied to caregivers of primary students with disabilities. Their responses are analyzed from a descriptive quantitative perspective. Results show that every student had at least one technological device for online classes, with the cell phone being the most frequent resource (100 %) and internet connection at home through mobile data (97 %). The main mediation tools were the use of text books, booklets, or photocopies (72 %) and the use of platforms and apps (Google Classroom or Meet, Teams, Zoom and Whastssap) (69 %). However, they did not have accessibility planning, and the resources of the Learn at Home government program were underutilized with a reported use of 3 % of the web page and 2 % of radio and television programs. Public schools exclusively for people with disabilities (Multiple Attention Centers, CAM) were the ones that applied the least technological mediation, and those that taught classes on a less regular basis. There was a field of opportunity in training for a more intensive use of accessibility applications and tools that facilitate the process of technological appropriation, according to the type of disability. During the pandemic, the implementation of distance education presented differences in its scope and effectiveness, affecting vulnerable groups. En México, durante la contingencia por la pandemia de COVID-19, las personas con discapacidad enfrentaron diversas dificultades en el rubro educativo. El objetivo de este trabajo fue describir las características y problemáticas en el acceso y uso de tecnologías digitales que, durante las clases en línea del ciclo escolar 2020-2021, refirieron familiares que acompañaron a estudiantes de nivel primaria con diversas discapacidades, inscritos en diferentes tipos y modelos de escuela, en el contexto del sur de Tamaulipas. Se aplicaron 93 cuestionarios a cuidadores de estudiantes de nivel primaria con discapacidad. Sus respuestas se analizaron desde una perspectiva cuantitativa descriptiva. Los resultados muestran que todos contaron con al menos un dispositivo tecnológico para las clases en línea, siendo el celular el recurso más frecuente (100 %) y conexión a internet en el hogar a través de datos móviles (97 %). Las principales herramientas de mediación fueron el uso de libros de texto, cuadernillos o fotocopias (72 %) y el uso de plataformas y aplicaciones (Google Classroom y/o Meet, Teams, Zoom o Whatssap) (69 %). Sin embargo, no contaron con una planeación de accesibilidad y se subutilizaron los recursos del programa gubernamental Aprende en Casa, con un uso reportado del 3 % de la página web y del 2 % de los programas de radio y televisión. Las escuelas públicas exclusivas para personas con discapacidad (Centros de Atención Múltiple, CAM) fueron las que menos mediaciones tecnológicas aplicaron, y las que impartieron clases de forma menos regular. Existió un campo de oportunidad en la capacitación para el empleo más intensivo de aplicaciones y herramientas de accesibilidad que facilitaran el proceso de apropiación tecnológica, de acuerdo con el tipo de discapacidad. Durante la pandemia, la implementación de educación a distancia presentó diferencia en su alcance y eficacia, afectando a grupos vulnerables. Universidad Autónoma de Tamaulipas 2024-06-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1834 10.29059/cienciauat.v19i1.1834 CienciaUAT; Vol. 19, No. 1. July-December 2024; 85-102 CienciaUAT; Vol. 19, No. 1: julio-diciembre 2024; 85-102 2007-7858 2007-7521 spa https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1834/1243 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1834/1204 Derechos de autor 2024 Universidad Autónoma de Tamaulipas https://creativecommons.org/licenses/by-nc-sa/4.0

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