Disconnection Between Actors: Perceptions of the Use of Educational Technologies During the COVID-19 Pandemic

Abstract

This article studies the relationships between the actors involved in the integration of Information and Communication Technologies (ICTs) into the educational process, from their design to their implementation and use by teachers and students. This study is based on the assumption that, in the introduction of a new technology, different intentions can be identified, bringing into play the elements considered by each one of the actors involved. This paper analyzes a study case, i.e., the Vermont School in Medellín from 2020 to 2021, to explore a particular scenario of complete access to ICTs, as well as the new virtual environments and dynamics resulting from confinement as a strategy to prevent COVID-19 spread. Using surveys, interviews, and focus groups, the authors describe the new telematic environments, as well as the perceptions and relationships of designers, students, and teachers around the use of educational technologies. The results show that the introduction of technologies into education produces changes in the relationships between designers, teachers, and students because different elements modify the perceptions, intentions, and educational expectations of each actor. Consequently, when ICTs are integrated into education, designers, implementers, and users should agree on shared criteria. This integration should also consider the curriculum, the technological tool or platform, and the intentions of each actor.