Bibliographic citations
Ccoyo, R., Quiñones, H. (2024). Percepciones y expectativas de los actores educativos sobre las Tecnologías de la Información y la Comunicación en el marco del programa Aprendo en Casa, en el quinto grado de primaria de un IE del distrito Huayllabamba, provincia de Urubamba, departamento de Cusco [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/108
Ccoyo, R., Quiñones, H. Percepciones y expectativas de los actores educativos sobre las Tecnologías de la Información y la Comunicación en el marco del programa Aprendo en Casa, en el quinto grado de primaria de un IE del distrito Huayllabamba, provincia de Urubamba, departamento de Cusco []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/108
@misc{renati/816431,
title = "Percepciones y expectativas de los actores educativos sobre las Tecnologías de la Información y la Comunicación en el marco del programa Aprendo en Casa, en el quinto grado de primaria de un IE del distrito Huayllabamba, provincia de Urubamba, departamento de Cusco",
author = "Quiñones Loaiza, Helen",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimayllapi Kay k’uskiriy llamk’ayqa rurakurqan, Ministerio de Educacionpa imayna llamk’arimusqan riqsirinapaqmi kay educación virtual ukhupi. Kay pacha kawsaypiqa ancha allinmi karan educación virtual qhawariy, riqsiriy, hinaspapas imaynatan qhawariranku taytakuna, mamakuna, yachachiqkuna, chaymantapas kikin yachakuqkunapas educación a distancia sutichasqata, programa Aprendo en Casa ukhupi; aswantaqa Tecnologías de Información y Comunicacionpa chawpinta, imaraykuchus kaykunawanqa wawakunaq yachaynin tukuy Perú suyupi hunt’asqa kanan karan. Kay llamk’aywanqa qhawarichikun, imaynatachus kawsarikuran, kay Tecnologías de la Información Comunicación nisqawan, hap’iyninpi, yachayninpi, rurayninpi ima, aswantaqa tukuy karu ayllukunapi; chayrayku kay llamk’ayqa paqarichikuran yachay wasi N° 50589 Racchi, del distrito de Huayllabamba, Urubamba, Cusco, Perú. kay programa Aprendo en Casa sutichasqaqa, imaymana llamk’aykunatan puririchin, hinaspapas hatun sasachaykunan churarikuran kay educación ukhupi, (lliw yachakuqkunapaq, yachachiqkunapaq, taytamamakunapaq ima). Chayraykun aswanta riqsikunan imaynatachus kay yachay wasi ukhu ayllupi llamk’akuran kay Tecnologias de la Información y Comunicación nisqawan (TIC), yachakusqamanpashina, internet, celular, computadora, laptop, radio hinallataq televisión iman, educación nisqata puririchiran, mana chaywanqa mana atikunmanchu karan. Ichaqa kay educación virtual nisqaqa manan kikintachu llapanpaq chayaran. Kaypiqa rikukuran t’aqanchasqa, ayllukunapiqa manan karanchu kay equipos tecnologicos sutichasqakuna, pisillan kay internetpas karan; kay hinatan sasachaykuna lliw yachaywasi ayllukunapaq kariran, manan educación chanintacchu chayaran; hinaspapas qhawarikuran kay Educacion Intercultural Bilingue hunt’akuyninmanta, llamk’arikuranchu icha manachu chayta. Chanin rimaykuna: Qhawariykuna, Huk yuyayllapi qhawariynin, Wasipi Yachay, Iskay kawsaypi yachay.
Abstract The present work was carried out with the purpose of knowing the effects because the world is changing because of the pandemic, therefore it is necessary to collect the perceptions and expectations of all educational actors in the face of distance education that is being developed through the learning at home programme; even more with reference to ICT, since it has become one of the fundamental tools for continuity in education at the national level. The research topic aims to make visible the experiences in the use and management of information and communication technologies, especially in rural areas, in a specific case, being the I.E. Racchi, of the district of Huayllabamba - Urubamba. The implementation of the Learning at Home program in the education system has become a challenge for the educational community (students, teachers and parents). Therefore, it is necessary to know and evidence the experiences of the use and management of ICT from educational actors, since this tool is essential to guarantee the permanence and continuity of education. However, this virtual education does not come in the same way for everyone. In this time it has been evident that in rural areas they have little access to digital devices and connectivity, limited to the use of new digital teaching platforms and direct interaction with teachers and students and the close immersion of parents. In addition to checking whether intercultural education is being complied. Keywords: Distance education, Intercultural Bilingual Education, I learn at home, Communication technologies, Expectations and perceptions.
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