Implementación tecnológica y desempéño docente en el aula virtual de la Escuela profesional de Educación Inicial de la Facultad de Educación, 2020

Sergio Oswaldo Carrasco Díaz; Wilmer Magno Jiménez Fernández; Victoria Flor Carrillo Torres; Zobeida Perfecta Fernández Guzmán; Luis Maurilio Espinoza  Flores; Lorenza Pérez Córdova; María De Los Ángeles Giraldo Álvarez

doi:10.51431/bbf.v12i2.935

Authors

Sergio Oswaldo Carrasco Díaz Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0003-1312-8225
Wilmer Magno Jiménez Fernández Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0002-1776-7481
Victoria Flor Carrillo Torres Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0002-6476-1592
Zobeida Perfecta Fernández Guzmán Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0002-0799-0292
Luis Maurilio Espinoza Flores Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0002-5416-7434
Lorenza Pérez Córdova Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0003-1312-8225
María De Los Ángeles Giraldo Álvarez Universidad Nacional José Faustino Sánchez Carrión https://orcid.org/0000-0003-1312-8225

DOI:

https://doi.org/10.51431/bbf.v12i2.935

Keywords:

Implementation, technology, performance, teaching, virtual classroom

Abstract

Objective: The objective of this study was to understand the relationship between technological implementation and teacher performance in the virtual classroom of the Professional School of Early Childhood Education at the Faculty of Education in 2020. Method: The scientiﬁc method was applied with an analysis and synthesis approach, using a nonexperimental, correlational, and cross-sectional design focused on studying the relationship between the aforementioned variables. This study is framed within the quantitative research model. Results: The results revealed that technological implementation has a direct relationship with teacher performance in the virtual classroom of the Early Childhood Education program. Conclusion: It is demonstrated that there is a very high correlation (0.913) between technological implementation and teacher performance in the virtual classroom, highlighting the importance of integrating technology into the institution's educational processes.