Usos inclusivos de la tecnología digital para apoyar el aprendizaje y la implicación del alumnado en la educación secundaria
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La integración de la tecnología digital en la enseñanza secundaria es ahora indispensable. Sin embargo, no todos los estudiantes tienen las mismas disposiciones frente a lo digital ni se benefician de la misma manera de las tecnologías digitales. Esta disparidad se explica, por un lado, por las diferencias en el uso de la tecnología por parte de los docentes y, por otro, por la diversidad de necesidades y preferencias de los estudiantes. Esta investigación tiene como objetivo destacar la diversidad de necesidades y preferencias de los estudiantes de secundaria en el uso de la tecnología digital, alineándose con los principios del Diseño Universal para el Aprendizaje (DUA). Más específicamente, este estudio busca comprender y explicar qué usos de la tecnología digital, adoptados por los docentes, favorecen el aprendizaje y el compromiso de un amplio abanico de estudiantes, teniendo en cuenta sus necesidades individuales desde una perspectiva inclusiva. Busca responder a la siguiente pregunta: ¿Qué usos de la tecnología digital apoyan el aprendizaje y el compromiso de los estudiantes en los cursos de secundaria, considerando la variabilidad de sus necesidades y preferencias? Llevada a cabo bajo un enfoque metodológico cualitativo descriptivo, la investigación se basa en entrevistas individuales realizadas a 17 docentes y 40 estudiantes de secundaria, en una variedad de niveles y escuelas en Quebec. Los resultados están organizados según los tres grandes principios del DUA, con el fin de resaltar las prácticas y usos de la tecnología digital que pueden apoyar el aprendizaje y el compromiso de una diversidad de estudiantes en la enseñanza secundaria, desde una perspectiva inclusiva.
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