ORCID Profile
0000-0002-1584-7322
Current Organisation
Universidad Nacional de Asunción
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Publisher: Centro de Investigaciones en Ciencias Sociales y Humanidades desde America Latina
Date: 06-12-2022
Abstract: During the years 2020 and 2021, global education was significantly impacted by the COVID-19 pandemic. The sudden change in educational modality caused the different actors to adapt at breakneck speed and with the often-limited resources available to them. The present study aims to show and analyze the educational changes that have occurred during the last two years in Paraguay through the statements collected from three actors directly involved in the teaching-learning process: teachers, high school and university students, and parents of school-age children from different parts of the country. The data collection was carried out in three different phases: Mar-May 2020, Nov-Dec 2020 and Nov-Dec 2021. The results show significant changes in terms of access to technological tools such as computers and internet and demonstrate high proportions of actors who used WhatsApp and educational platforms as the main channels of communication and sending homework. In addition, they highlight the reading of materials and worksheets as those activities mostly proposed during the two years. The results also revealed significant difficulties related to internet connectivity, lack of understanding of tasks, motivational aspects, and lack of time for adequate dedication to the activities proposed. Nevertheless, several stakeholders highlighted that the educational modality implemented was of interest to them due to certain advantages that could be taken advantage of and improved in a normal educational system.
Publisher: Centro de Investigaciones en Ciencias Sociales y Humanidades desde America Latina
Date: 20-06-2021
Abstract: The measures implemented in response to COVID-19 have affected education systems around the world, generating significant disruptions. This study examines the main challenges and opportunities presented to the different educational actors in Paraguay considering the health emergency and the need to give continuity to the educational processes in the country from the last week of March until the first days of May 2020. A total of 2501 people participated, including teachers, students, parents of non-university students, and managers from educational institutions at all levels and from all over the country. It follows a mixed-quan-qual explanatory approach and data collection was conducted through online questionnaires. The study showed changes and strategies implemented by educational actors for the development of classes mediated by digital tools. The results reflect challenges related to access to technological resources, training in the use of ICT, and difficulties in carrying out school activities. Among the opportunities mentioned is the possibility of continuing with studies, learning about technology, and transforming the educational system. These show evidence of the need to improve access to technology to guarantee equal educational opportunities in the country.
Publisher: ISTES Organization
Date: 15-01-2022
DOI: 10.46328/IJTE.202
Abstract: The advent of COVID-19 generated unprecedented disruptions in the education sector throughout the world. This study presents a comparison of teacher characteristics, perceptions about the development of online educational activities and the difficulties experienced at the beginning of online teaching implementation and at the end of 2020 in Paraguay. A mixed methodology was used with focus group interviews and semi-structured questionnaires administered through electronic means. Teachers from all educational levels in Paraguay, from public and private institutions, were considered. At the beginning of the pandemic, 1030 teachers participated. In the follow-up study, 299 teachers participated, mainly from the capital city and the Central Department. The study revealed significant proportions of teachers who were forced to acquire new equipment and increased technological services. The main means of communication used, at all levels, were WhatsApp and educational platforms. At the end of 2020, there were a higher proportion of teachers trained in the use of technological tools for teaching. The main problem faced by teachers in remote activities is associated with internet connection. Although challenging, teachers also considered the opportunities granted by the situation. These teaching experiences serve to establish and design mechanisms to make education in times of pandemic bearable.
Publisher: ISTES Organization
Date: 07-02-2023
DOI: 10.46328/IJTE.312
Abstract: A critical issue in education since 2020 has been the impact of the COVID-19 pandemic in the teaching and learning process. The pandemic has affected all areas of education and foreign language teaching has not been the exception. The study presents key aspects of teacher experience and training in relation to their use of ICT, which has become ubiquitous for teaching and learning during the last two years. For this study, a mixed methodology approach was used with a semi-structured questionnaire that was administered through social networks as well as WhatsApp and emails. A total of 184 responses were recorded from English teachers from all educational levels, public and private schools as well as language institutions. The results showcase that the main aspects affecting the development of classes are teachers’ experience using ICT tools, training received, and technology appropriation. Moreover, the availability of a variety of tools for synchronous and asynchronous instruction, communication, and evaluation allowed teachers to rapidly transition into Emergency Remote Teaching. These results inform education stakeholders of the difficulties and opportunities brought by the COVID-19 pandemic.
Publisher: Instituto Tecnologico Metropolitano (ITM)
Date: 03-05-2021
Abstract: Las medidas adoptadas como resultado de la pandemia de COVID-19 han hecho que más del 70 % de las instituciones educativas de todo el mundo se cierren e implementen estrategias para dar continuidad a los procesos educativos escolares. En este estudio se analizan las perspectivas de los padres y los estudiantes con respecto a los retos y dificultades relacionados con el acceso a los recursos tecnológicos y la realización de actividades educativas en el Paraguay. Se utilizó una metodología mixta, cuantitativa y cualitativa se administraron cuestionarios cerrados y abiertos durante las primeras semanas de cuarentena. La muestra incluyó 505 padres y 856 estudiantes de instituciones públicas y privadas de todo el país. Se encontraron diferencias significativas en el acceso a dispositivos como teléfonos móviles y computadoras (p 0,001), pero no en las limitaciones para conectarse a internet (p= 0,58). Los participantes coinciden en que las principales dificultades incluyen la falta de comprensión de las tareas asignadas, la falta de motivación y problemas de conectividad, especialmente en el interior del país. Llegar correctamente a padres y estudiantes es de vital importancia si se quiere asegurar la calidad de la educación y la continuidad del proceso educativo.
No related grants have been discovered for Valentina Canese.