Technology And Performance: The Inequalities Of Basic Education Teachers During Distance Classes

Abstract

 The study had as its objective to describe some influential factors in the teaching practice of distance education and to analyze the association between the use of technologies and teaching performance. There were 3767 teacher participants from basic education programs in 15 regions of Peru who completed a socio-demographic form and two questionnaires designed for the study. The questionnaires evaluated each variable, respectively. The results show evidence that teachers have regular control of the technology and regular professional performance. Gender is not a differential factor in the use of technological tools, nor does it count when it comes to performance. However, academic degree and geographical area where they work do. Tools such as Whatsapp, text messages, email, and social media, as well as platforms such as zoom and Google meet, which were the most used. The authors also pointed out that due to the lack of connectivity and technological resources, traditional materials were used. Finally, there is evidence of a very weak association between the variables, which explains that the low performance of the teacher has very little to do with the way the teacher uses technology, and it would be more related to other factors not analyzed in this study .