Blended learning, from the guidelines and policies for the implementation of online courses, to the practices in the use of ICT

Abstract

It is unquestionable that information and communication technologies (ICTs) have the potential to innovate teaching and improve learning, also that thanks to them the educational systems got ahead during the pandemic; however, it is also indisputable that the impact of virtual education was negative, as demonstrated by studies that speak of a drop in learning and an increase in failure and school dropout. In this order of ideas, the objective set out in the present investigation consisted of characterizing the teaching practices in the use of ICT, within the framework of the "Guidelines and policies for the implementation of online courses", of the University Center of the North ( CUNorte), from the University of Guadalajara (U. de G.); the study was cross-sectional, from the qualitative paradigm, ethnomethodological perspective, inductive method, ethnographic orientation and explanatory scope. The results showed a gap between the institutional proposal on the use of technologies in school processes and what happens in reality; and, as main areas of opportunity, the need to work on a techno-pedagogical design, as a comprehensive proposal on the use of technologies and a training program that prioritizes and meets the needs of teachers.