LA EDUCACIÓN TECNOLÓGICA VIRTUAL EN EL CONFINAMIENTO, UN RETO FORMATIVO

REVISIÓN SISTEMÁTICA

Abstract

Introduction: Technical and technological education has always been a practical, productive and strategic study modality that seeks the development of labor competencies directly related to the execution of practical tasks, training youth in a comprehensive, ethical and responsible manner. This practical and execution characteristic of the technologies is precisely what characterizes this training, and therefore it is almost automatically associated with presence, which is why the mandatory confinement decreed by the COVID-19 pandemic posed a difficult challenge to achieve. seek the training of technologists in virtuality. The transmission of practical knowledge generally within workshops or even with simulators and its application within the students' knowledge system has been the Achilles Heel of technologies, however, it has been the motivating agent to creatively solve the problem and generate valid and efficient training alternatives.

Methodology: The systematic review on virtual technology education was prepared taking into account the publications of article managers such as Google Scholar, Scielo and Refseek; In the same way, repositories were used, among which we cited Dialnet, DSpace and Bibdigital. The search was based on terms such as technology education, technical education, and virtual education. 96 articles were located as a universe of publications, 23 of which were selected taking into account inclusion and exclusion criteria using the AMSTAR scale, with which a matrix of findings of the bibliographic references was elaborated.

Results: Enrollment in the country's Higher Institutes has always remained at levels below 10% of the population of application age, although the increase between 2015 and 2020 is constant, from 2018 to 2020 there is rather a tuition shrinkage. It is important to note that the blended and remote modality in 2019 registered its lowest moment with 2.42%, giving way in 2020 to the total virtuality forced by the declaration of a COVID-19 pandemic. The main problems that technological training has experienced are: the lack of methodology and experience in training through platforms in which the same pedagogical behavior that is maintained when there are experimentation laboratories is not assumed; Another problem refers to the connectivity of the students, in relation to their economic situation, and finally, the quality of the technological resources used in online training.

Conclusion: The mandatory adoption of virtual training for Higher Technological Institutes in Ecuador initially produced a strong impact due to their poor preparation, the problems that arose were diverse and required both technological and pedagogical adjustments that many of the educational centers welcomed as a challenge and that over time they have known not only overcome but also transform into strengths.