Herramientas digitales en la evaluación formativa durante el contexto pandémico
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La pandemia del COVID-19 dejó un contexto educativo incierto donde los docentes se vieron empujados a adecuar sus estrategias pedagógicas con las herramientas virtuales. El objetivo es explicar la teoría que sustenta las herramientas digitales en la evaluación formativa, se utilizó el método hermenéutico para analizar 26 artículos del 2020 al 2022, y para la selección de documentos de las bases de datos Wos, Scopus, Scielo, Alicia y el buscador Google Académico se siguió la metodología establecida en la Declaración de PRISMA. Respecto a las herramientas digitales son abundantes, hay gratuitas, en versión español y pueden utilizarse para promover la evaluación formativa fortaleciendo las estrategias pedagógicas presenciales y virtuales. Se concluye que las herramientas digitales son aplicaciones y plataformas usadas por docentes y estudiantes en las actividades académicas; además, son implementos de software y hardware que por sus múltiples características permitieron dar continuidad a la educación durante el contexto pandémico.
The COVID-19 pandemic left an uncertain educational context where teachers were pushed to adapt their pedagogical strategies with virtual tools. The objective is to explain the theory that supports digital tools in formative evaluation, the hermeneutic method was used to analyze 26 articles from 2020 to 2022, and for the selection of documents from the databases Wos, Scopus, Scielo, Alicia and the Google Scholar search engine, the methodology established in the PRISMA Declaration was followed. Regarding digital tools, they are abundant, there are free, in Spanish version and can be used to promote formative evaluation, strengthening face-to-face and virtual pedagogical strategies. It is concluded that digital tools are applications and platforms used by teachers and students in academic activities; in addition, they are software and hardware implements that due to their multiple characteristics allowed to give continuity to education during the pandemic context.
The COVID-19 pandemic left an uncertain educational context where teachers were pushed to adapt their pedagogical strategies with virtual tools. The objective is to explain the theory that supports digital tools in formative evaluation, the hermeneutic method was used to analyze 26 articles from 2020 to 2022, and for the selection of documents from the databases Wos, Scopus, Scielo, Alicia and the Google Scholar search engine, the methodology established in the PRISMA Declaration was followed. Regarding digital tools, they are abundant, there are free, in Spanish version and can be used to promote formative evaluation, strengthening face-to-face and virtual pedagogical strategies. It is concluded that digital tools are applications and platforms used by teachers and students in academic activities; in addition, they are software and hardware implements that due to their multiple characteristics allowed to give continuity to education during the pandemic context.
Description
Vol. 7, No. 27