Las buenas prácticas en la alfabetización digital. Un análisis andragógico en la educación a distancia.

Abstract

Digital literacy is a comprehensive process that is crucial for the development of meaningful and critical distance education for young and adult learners (EPJA). This extraordinary virtual education adapts individuals with incomplete schooling, diverse learning rhythms, different ages, interests, and purposes. However, it is often limited to operational skills, impeding the possibility of developing a multidimensional literacy that is in dialogue with the adaptability of methodologies and resources for the evaluation, production, and participation of young and adult learners. In this regard, good practices in digital literacy are presented from an andragogical analysis. Therefore, the objective is to unveil best practices in digital literacy from an andragogical analysis in distance education at the “Unidad Educativa Atlántico” PCEI. The theoretical basis is supported by two perspectives: the andragogical foundations of Sánchez (2015) and digital literacy in youth and adult education by Matamala (2018). Additionally, a qualitative approach is carried out along with the socio-critical paradigm. In this way, information was recorded through the experience reconstruction sheet in formal education, and as investigative support, the findings of observation, interviews, focus groups, and tutorials recorded in the same instrument are presented. As a result of the systemic analysis of the incorporation of digital literacy in the learning and teaching process, it is concluded that it is an integral part of the educational modality. Its continuous implementation, evaluation, and modification are fundamental. Thus, the curricular adaptation based on learning and knowledge technologies is established as an inclusive, accessible, and pertinent methodology.