Received 03 July 2020
Accepted 19 November 2020
https://creativecommons.org/licenses/by-nc-sa/4.0/La spiritual intelligence: a challenge for the
1
Revista investigación docente
Vol – 4 No. 2, julio diciembre 2021
Universidad Nacional San Agustín
Facultad de Educación
e-ISSN: 2710-1231
1-16
Influence of the pedagogical use of Smartphone
in rural Colombian schools in the Covid-19
Pandemic. Teachers' perceptions
Quintero Velandia Salomon
Universidad Norbert Wiener, Lima –Perú, aspirante a Doctor en educación; Rector en I.E
Colombia. E-mail: salos119@gmail.com, ORCID: https://orcid.org/0000-0002-3261-9663
Villalobos Palacio Andrea
Universidad Norbert Wiener, Lima –Perú, aspirante a Doctor en educación; Docente oficial
Colombia. E-mail: andreavillalobosp@gmail.com, ORCID: https://orcid.org/0000-0001-9352-
7052
Yangali Vicente Judith Soledad
South American Center for Education and Reserch in Public Health, Universidad Norbert
Wiener-Lima, Perú. E-mail: judith.yangali@uwiener.edu.pe ORCID https://orcid.org/0000-
0003-0302-5839
Abstract
In the context of the pandemic caused by COVID-19, many
countries had to close their schools at all academic levels and
take distance education as the only alternative, using ICT tools
that allow synchronous and asynchronous communication, as is
the case of Smartphones. The present applied research, using
the hypothetical deductive method, quantitative approach, a
non-experimental correlational design, had as main objective to
determine the influence of the pedagogical use of Smartphone
in academic performance and virtual education in secondary
and technical middle school, in rural educational institutions in
the municipality of Toledo, department of Norte de Santander,
Colombia, during the 2020 pandemic. This was carried out
through the application of the survey technique to collect data
using as an instrument a questionnaire of 24 questions in Likert
scale, additionally the qualifications were taken in five
Key words:
____________
Rural Schools,
Synchronous
Communication,
Asynchronous
Communication,
Smartphone, Academic
Performance, Virtual
Education
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Quintero Velandia Salomon, Villalobos Palacio Andrea, Yangali Vicente Judith Soledad
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2
2
fundamental areas of the population that are 5 complete
educational institutions of the municipality of Toledo,
department Norte de Santander. The data were statistically
processed using SPSS V25 software, allowing to observe the
significant influence that the pedagogical use of the Smartphone
has on academic performance and virtual education in rural
educational institutions in the midst of the 2020 pandemic.
Influencia del uso pedagógico del Smartphone en las
escuelas rurales colombianas en la Pandemia de Covid-
19. Percepciones de los docentes
Resumen
En el contexto de la pandemia provocada por el COVID-19,
muchos países tuvieron que cerrar sus escuelas en todos los
niveles académicos y tomar como única alternativa la
educación a distancia, utilizando herramientas TIC que
permiten la comunicación sincrónica y asincrónica, como es
el caso de los Smartphones. La presente investigación
aplicada, utilizando el método hipotético deductivo, enfoque
cuantitativo, un diseño correlacional no experimental, tuvo
como objetivo principal determinar la influencia del uso
pedagógico del Smartphone en el rendimiento académico y la
educación virtual en la educación secundaria y media técnica,
en instituciones educativas rurales del municipio de Toledo,
departamento de Norte de Santander, Colombia, durante la
pandemia del 2020. Se realizó mediante la aplicación de la
técnica de encuesta para la recolección de datos utilizando
como instrumento un cuestionario de 24 preguntas en escala
Likert, adicionalmente se tomaron las calificaciones en cinco
áreas fundamentales de la población que son 5 instituciones
educativas completas del municipio de Toledo, departamento
Norte de Santander. Los datos fueron procesados
estadísticamente utilizando el software SPSS V25,
permitiendo observar la influencia significativa que tiene el
uso pedagógico del Smartphone en el rendimiento académico
Palabras clave
________________
Escuelas rurales,
Comunicación
sincrónica,
Comunicación
asincrónica,
Smartphone,
Rendimiento académico,
Educación virtual.
3
Influence of the pedagogical use of Smartphone in rural
Colombian schools in the Covid-19 Pandemic. Teachers' perceptions
y la educación virtual en las instituciones educativas rurales
en medio de la pandemia del 2020.
1. Introduction
The massive use of Smartphone has intensified in recent years in all
spheres of society, particularly by young people and children from a
very early age, as well as in different urban and rural scenarios DANE
(2018). Globally according to ITU (2018) there are more active cell
phone lines than people, since for every 100 people there are 107
active cell phone lines and in some countries this ratio has increased
significantly, as is the case of Colombia where there are 129.91 cell
phone lines per 100 inhabitants and according to DANE (2018) in
rural areas, although there are difficulties of connectivity and access
the network 58.3% of people over 5 years old have a cell phone and
mostly a Smartphone. It is here the concern that this device can be
used pedagogically by teachers, children and young people, by
integrating it into the curricula of the I.E. Briede et al. (2015), taking
up what Siemens (2005) says in the theory of the connectivist
approach where the use of these emerging technologies should be
taken advantage of pedagogically.
This pedagogical proposal that gave rise to e-learning (Downs 2005)
allowed improving traditional distance learning to the point that it
actively integrated the student in the construction of their own
learning; however the growing society and increasingly demanding
tools that allow greater ubiquity and portability of learning found in
mobile devices those alternatives that would allow a more continuous
and adaptable learning not only to the mobility of people but as
expressed by Kakihara and Sorensen (2002) three fundamental
aspects of mobility should be integrated which are: temporal, spatial
and contextual. It is then when the concept of the mobile-learning
modality begins to gain spaces in the academic field giving rise to the
learning modality called ubiquitus-learning or ubiquitous learning;
this concept had already been studied and worked for several years
Jones and Jo (2004), building personalized learning models adjusted
to the needs of each student Paramythis and Loidl-Reisinger (2004)
cited by Velandia-Mesa et al. (2017). However, in Colombia,
situations of misuse of Smartphones and other mobile devices by
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Quintero Velandia Salomon, Villalobos Palacio Andrea, Yangali Vicente Judith Soledad
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4
children and young people have been analyzed motivating to legislate
in the prohibition of the use of Smartphones and other mobile
devices at school by children and young people under 14 years old,
when the reality is that more than 76% of young people between 12
and 17 years old have a Smartphone of their own and with mobile
voice and data MinTIC (2015). This fact opened the national debate
when the bill restricting the use in school of mobile devices was filed
at the beginning of 2019 in Congress, finding support by some
political sectors having as a reference the measures taken in France
and rejection by some education academics, Semana, (2019). This
debate was paused when the health emergency caused by the Covid-
19 pandemic began, due to the fact that educational institutions had
to be closed at all academic levels and in all places, taking as an
alternative remote education from the homes of both teachers and
students, according to UNESCO (2020a) more than 185 countries
closed their schools and suspended classes in all their territories and
at all academic levels due to the health emergency.
The u-Learning learning modality increased exponentially
worldwide, using the Smartphone as the main technological
mediator; this modality has become the precise alternative in
Pandemic Covid-19, to supply the educational needs of children and
young people particularly in public institutions located in rural
environments in Colombia where there is greater access to a
Smartphone than to a laptop DANE (2018). The above situation led
to raise as a fundamental purpose of the present research to
determine the influence of the pedagogical use of the Smartphone on
academic performance and virtual education in high school, in rural
educational Institutions in the municipality of Toledo, department of
Norte de Santander, Colombia, during the 2020 pandemic; thus
allowing to know firsthand the perceptions that teachers of Rural
Educational Institutions have of the good use that can be given to the
Smartphone as a pedagogical tool in the teaching-learning processes
even in rural areas where difficulties persist in connectivity and
access to technology. In the literature review work, similar research
was found such as Lagunes et al. (2017), Leon (2017), Melo (2017),
Poyatos (2017), Rentería & Ayala, (2017), Arenas, (2018), Pinos et al.
(2018), Vilches & Reche, (2019), Mangisch, G. & Mangisch, M.
(2020), Yangali, Arboleda & Arispe, (2020), among other research on
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Influence of the pedagogical use of Smartphone in rural
Colombian schools in the Covid-19 Pandemic. Teachers' perceptions
the educational use of mobile devices, in virtual education and
process mediated by ICT tools connected to the internet; However,
most of these researches were carried out in university contexts and
few in institutions of basic secondary education, these research works
were developed in urban contexts where there is greater access to
technological devices and greater capacity for internet connectivity; it
is here the relevance of this research that was developed in a rural
context with all the difficulties and limitations that it frames.
2. Methodology
The population was constituted by approximately 50 teachers who
teach at least one of the five fundamental areas and of greater hourly
intensity in the educational institutions, namely: Natural Sciences,
Social Sciences, Spanish, English and Mathematics, of basic
secondary and technical middle school in one of the 5 rural
educational institutions in the municipality of Toledo, Department of
Norte de Santander, Colombia. In the research, a non-probabilistic
census sample by convenience was proposed as established by
Hernández-Sampieri & Mendoza (2018), due to the fact that all
members of the population were allowed to participate in the
research; Table 1 shows the teachers who participated in the research
by educational institution for the application of the instruments.
Table 1
Participating teachers per school.
School
Code
Number of
teachers
CLC
5
CSB
2
ISB
15
IES
14
6
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Quintero Velandia Salomon, Villalobos Palacio Andrea, Yangali Vicente Judith Soledad
6
6
6
IEG
14
Total
50
Source Authors' elaboration
Variables
A variable is an attribute that can be measured and observed
Hernández et al. (2014), so for this research three variables were
defined, one independent and two dependent:
Independent Variable
Pedagogical use of the Smartphone: This variable refers to the
didactic use of the Smartphone made by teachers to integrate them in
the teaching-learning processes, thus allowing the social interaction
of the teacher with the students and among the students themselves.
This information was obtained by applying the survey technique
through a Lickert scale questionnaire to the teachers of the complete
and rural educational institutions of the municipality of Toledo,
Norte de Santander.
Dependent variables
Academic performance, refers to the grades that teachers give to
students for their work developed in a certain period of time Edel
(2003); for the present research the grades issued by teachers in five
fundamental areas such as: Mathematics, Natural Sciences, Social
Sciences, Spanish and English, during the year 2020.
Virtual education, The MEN (2010) defines virtual education as any
educational process that takes place outside the physical classroom,
without the need for the physical presence of students and teachers,
being cyberspace one of the most used options to sustain
synchronous or asynchronous educational encounters. In order to
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Influence of the pedagogical use of Smartphone in rural
Colombian schools in the Covid-19 Pandemic. Teachers' perceptions
carry out the educational process in the virtual modality, the four
dimensions established by the Ministry of National Education must
be addressed, which are: the pedagogical dimension, the
technological dimension, the organizational dimension and the
communicative dimension. For the present research this variable was
through the application of a questionnaire to teachers where the
incidence of the independent variable on the dependent variable was
observed.
Data processing and analysis
For the processing of the data collected with the instruments
described above, Microsoft Word software was used to process the
texts, Microsoft Excel to organize the database and the IBM - SPSS
v25 program for the processing and statistical analysis of the data.
After the statistical processing of the data, the respective
interpretations of these results were made, making it possible to
confront the hypotheses initially proposed, to establish the discussion
of results, conclusions and recommendations pertinent to the
purpose of the research.
3. Results and discussion
Table 2
Descriptive Statistics
Description
Work experience
Males
%
Females
%
Sub
Total
Total
25
50%
25
50%
50
100%
Academic degree
Graduates
10
20%
7
14%
Specialists
8
16%
15
30%
Magister
7
14%
3
6%
School
I. E. Gibraltar
13 < 5 years 1 > 5
years
14
28%
I. E. la capilla
5 < 5 years
5
10%
I.E. Samore
13 < 5 years 1 > 5
years
14
28%
I.E Santa Barbara
2< 5 years
2
4%
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Quintero Velandia Salomon, Villalobos Palacio Andrea, Yangali Vicente Judith Soledad
8
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8
The study formulated hypotheses that were tested as detailed in
Table 3 and Table 4.
Ha: There is influence of the pedagogical use of the Smartphone, on
academic performance and virtual education in secondary school, in
rural educational institutions in the municipality of Toledo,
department of Norte de Santander, Colombia, during the pandemic
2020.
Ho: There is no influence of the pedagogical use of the Smartphone,
on academic performance and virtual education in secondary school,
in rural educational institutions in the municipality of Toledo,
department of Norte de Santander, Colombia, during the pandemic.
ç
I.E. San Bernardo
14 < 5 years 1 > 5
years
15
30%
Table 3
Research hypothesis testing
Information on
model
adjustment
Model
-2 log
likelihoodChi-
square
gl
Sig.
Intersection
only
208,882
Final
168,926
39,95615
,000
Link function: Logit.
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Influence of the pedagogical use of Smartphone in rural
Colombian schools in the Covid-19 Pandemic. Teachers' perceptions
Observing table 3, we have that the sig. value = 0.000 < 0.05
therefore the null hypothesis is rejected and the alternative
hypothesis is accepted, i.e. there is influence of the pedagogical use of
the Smartphone, influencing the academic performance of students
in the framework of virtual education in secondary education, in
rural educational institutions in the municipality of Toledo,
department of Norte de Santander, Colombia, during the pandemic
year 2020.
Table 4
Level of influence of pedagogical use of Smartphone on academic
performance and virtual education in secondary school.
Pseudo R-squared
Cox and Snell
,550
Nagelkerke
,553
McFadden
,145
Link function: Logit.
Source: Authors' elaboration.
According to the results observed in the present research, the
potential offered by the Smartphone as a pedagogical tool, which
influences academic performance in the framework of virtual
education in elementary and middle school students in rural
educational institutions, can be seen.
By making the correlation between the independent variable
Pedagogical use of the Smartphone with the dependent variables
academic performance and virtual education, relevance is given to
the conclusion that Pinos et al. (2018) proposed in their research
when making the call to use the Smartphone for educational
purposes decreasing the misuse that schoolchildren make of this
device, which increases its availability and accessibility in children
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Quintero Velandia Salomon, Villalobos Palacio Andrea, Yangali Vicente Judith Soledad
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10
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and young people of school age, even in rural areas of the geography
of the municipality of Toledo and quite possibly of the national
geography of Colombia (DANE, 2018).
When evaluating the influence that the pedagogical use of the
Smartphone has on academic performance and virtual education in
the midst of the pandemic in rural educational institutions of basic
secondary and technical middle school in the municipality of Toledo,
we can affirm with high precision that the pedagogical use of the
Smartphone has a very significant influence of 55.3% on academic
performance and virtual education.
This confirms what Rentería & Ayala (2017) express when they state
that the use of mobile devices influences learning performance in the
research was observed in the cases of the subjects of mathematics,
natural sciences, social sciences, Spanish and English; in virtual or
distance education to which most of the educational institutions
worldwide were forced on the occasion of the Covid-19 pandemic
(UNESCO, 2020b).
This finding contrasts with Mangisch & Mangisch (2020), when they
state that the didactic use of new and increasingly widespread mobile
technologies should be maximized to strengthen teaching and
learning processes at all academic levels, and this is the responsibility
of managers and teachers.
Analyzing these results strengthens the thesis of Ortega (2019) when
he states that the pedagogical use of ICT tools such as computers and
cell phones motivates learning in students and improves the school
climate in educational institutions, thus projecting the pedagogical
use of the Smartphone not only in the midst of the pandemic, On the
contrary, its pedagogical use should be potentiated in all educational
institutions in the post-pandemic period, since its acquisition is
becoming more widespread every day and if it is not properly used in
educational processes at any academic level, it can become an
obstacle to achieve effective teaching and learning processes at all
academic levels.
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Influence of the pedagogical use of Smartphone in rural
Colombian schools in the Covid-19 Pandemic. Teachers' perceptions
4. Conclusion
With this research it was determined that the influence of the
pedagogical use of the Smartphone in academic performance and
virtual education in secondary school, in rural educational
institutions in the municipality of Toledo, department of Norte de
Santander, Colombia, during the pandemic 2020 is very significant,
which favors the good use of the Smartphone for educational
purposes in rural official educational institutions, which will result in
very good results in terms of academic performance and the
possibilities of virtual education in the post-pandemic period.
Likewise, it was possible to determine with very good precision the
influence that access to Smartphones by teachers and students has on
academic performance and virtual education in secondary schools in
the educational institutions in the municipality of Toledo,
department of Norte de Santander, Colombia, during pandemic
2020, which is significant according to the rural context in which the
research was developed, evidencing in some way the technological
gap between rural and urban educational contexts; however, even
with this gap, the pedagogical use of Smartphones in rural
educational contexts is possible.
Regarding the influence exerted by the didactic use options offered
by the Smartphone on academic performance and virtual education
in high school, in rural educational institutions in the municipality of
Toledo, department of Norte de Santander, Colombia, during the
2020 pandemic, it can be concluded that such influence is quite
significant since the didactic use options offered by the Smartphone
are very diverse and every day are increasing in number and
usefulness, which favors the possibilities of positive use of the
Smartphone in the teaching-learning processes.
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