Technologies in educational institutions during the pandemic have provided an effective response to a health emergency. Determining the economic and technical resources, the adaptability, the impact of the emerging mode of study and the effect of the initiatives with the use of ICTs, are the challenges that different investigations must be contrasted. This work contributes with an inventory of ICTs used in engineering careers at the Salesian Polytechnic University of Guayaquil in Ecuador. A descriptive analytical methodology with quantitative approach is developed using the random survey technique to a sample of 62 professors. The results with a confidence level of 95% and a margin of error of 9% have allowed us to have an x-ray of how the community of professors has faced the pandemic from a responsible management of the technological resources provided by the institution to the context occurred. Eleven categories of ICTs are evidenced for classroom work.
|Title of host publication||EDUNINE 2022 - 6th IEEE World Engineering Education Conference|
|Subtitle of host publication||Rethinking Engineering Education After COVID-19: A Path to the New Normal, Proceedings|
|Editors||Claudio da Rocha Brito, Melany M. Ciampi|
|Publisher||Institute of Electrical and Electronics Engineers Inc.|
|State||Published - 2022|
|Event||6th IEEE World Engineering Education Conference, EDUNINE 2022 - Santos, Brazil|
Duration: 13 Mar 2022 → 16 Mar 2022
|Name||EDUNINE 2022 - 6th IEEE World Engineering Education Conference: Rethinking Engineering Education After COVID-19: A Path to the New Normal, Proceedings|
|Conference||6th IEEE World Engineering Education Conference, EDUNINE 2022|
|Period||13/03/22 → 16/03/22|
Bibliographical noteFunding Information:
ACKNOWLEDGMENT We thank the university professors involved in this research study, the Salesian Polytechnic University for their support of this work, the Distance and Virtual Education Unit of the university for the information from the Guayaquil, Ecuador campus, and the Department of Academic Coordination and Teacher Development for their support of this study.
© 2022 IEEE.
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