Enseñanza virtual: Déficit de aprendizaje en niños de Educación Básica, sector rural del Cantón Babahoyo.

Abstract

Virtual teaching has become in the last two years of the pandemic (covid19), a modality available to students at different levels of the educational system; however, not everyone had the opportunity to learn through this modality, parents with limited economic resources did not have technological tools such as: Computer, Cell Phone, Tablet; as well as the availability of Internet, to be able to respond to the requirements and demands of virtual teaching, where students have access to use and manage these resources, to acquire meaningful learning, affecting the acquisition of knowledge in students, who live in rural and vulnerable sectors that did not have the opportunity to acquire these resources; For this reason, the learning deficit at the entrance of face-to-face classes is notorious, from an observable diagnosis, for this it is important to apply didactic strategies such as playful activities that allow knowledge to be developed in a fun way of learning through motivation. The main objective is to develop recreational activities that allow dynamic, motivating and creative learning to reduce the learning deficit in school-age children. The methodology that was applied for the development of this article was the surveys applied to the parents based on the results obtained where they are evidenced. In conclusion, the use of technological tools provides educational environments allowing the student to develop teaching-learning dynamics for teacher-student interaction.