Uso de celulares en aula y aprendizaje autorregulado en bachillerato: efectos del acuerdo ministerial y estrategias de manejo pedagógico
DOI:
https://doi.org/10.64747/0j6nz898Palabras clave:
aprendizaje autorregulado, clima de aula, gestión del celular, convivencia escolar, Bachillerato General UnificadoResumen
Se analizó la relación entre el uso de celulares en aula, las estrategias de manejo pedagógico y el aprendizaje autorregulado (AAR) en el Bachillerato General Unificado (BGU) de la parroquia Tarqui (Guayaquil, Ecuador). Se implementó un diseño mixto secuencial explicativo (QUAN→qual) con N=518 estudiantes (1.º–3.º BGU) y n_doc=78 docentes de áreas troncales. La fase cuantitativa, transversal con componentes multinivel, midió AAR (planificación, monitoreo, control del esfuerzo, autorreflexión), clima de aula y patrones de uso del celular (uso didáctico planificado, estrategias preventivas, formativas/restaurativas y punitivas, así como multitarea no académica). La fase cualitativa incluyó 16 entrevistas, 8 grupos focales y 8 aulas de contraste. Los modelos multinivel mostraron asociación positiva entre uso didáctico planificado y AAR (β=0.18; p<.001) y asociación negativa entre estrategias punitivas y AAR (β=−0.16; p<.001). El clima de aula medió parcialmente ambos efectos (CFI=.94; RMSEA=.045), explicando ~36% del impacto total del uso planificado sobre AAR y ~30% del efecto de punitivas. La multitarea no académica se vinculó con menores puntajes en control del esfuerzo (r=−.34; p<.001). La evidencia cualitativa subrayó que ventanas breves con propósitos explícitos, acuerdos visibles y retroalimentación formativa reducen la negociación ad hoc, mejoran la convivencia y sostienen la autorregulación. Se propone un protocolo institucional de uso planificado (ventanas 5–8 minutos, rúbricas de evidencias, cierre metacognitivo), co‑construcción de normas, rutas restaurativas y monitoreo de clima y AAR por curso. Se concluye que el impacto del celular en el BGU depende de su integración didáctica y del clima de aula: reglas claras, tiempos acotados y verificación de evidencias potencian el AAR, mientras que la sanción punitiva sin mediación lo reduce
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