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Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Percepción de docentes de inglés respecto al uso de recursos multimedia en instituciones educativas de secundaria

English teachers' perceptions regarding the use of multimedia resources in secondary educational institutions
Publicado
2026-11-05
Contexto: El uso de recursos multimedia se ha consolidado como un componente central de la enseñanza del inglés como lengua extranjera; sin embargo, su integración efectiva en contextos escolares con limitaciones tecnológicas aún es poco comprendida desde la voz docente. Objetivo: El objetivo fue analizar el uso de estos recursos en instituciones educativas de secundaria desde la percepción de docentes de inglés en Lima, Perú. Método: Se adoptó un enfoque cualitativo, con diseño no experimental y fenomenológico, de tipo básico y nivel descriptivo. Participaron siete docentes de inglés seleccionados mediante muestreo intencional, a quienes se aplicó una entrevista semiestructurada validada por juicio de expertos (V de Aiken = 0.955). Resultados: El análisis de contenido, con codificación y triangulación, permitió identificar tres categorías: multimedialidad contextualizada con fines pedagógicos; inclusión psicoemocional y anclaje cognitivo; y praxis multimedia resiliente y personalizada. Los hallazgos muestran que los docentes adaptan los recursos según el contexto cultural y las necesidades del estudiantado, que su efectividad reduce el filtro afectivo y fortalece la retención, y que su sostenibilidad depende de estrategias de contingencia y de una mayor alfabetización digital. Conclusión: Se concluye que la integración efectiva de recursos multimedia constituye un proceso pedagógico complejo y no solo una cuestión de equipamiento técnico.
Context: The use of multimedia resources has become central to teaching English as a foreign language; however, their effective integration in school contexts with technological limitations remains poorly understood from the teachers' perspective. Objetive: This research aimed to analyze the use of multimedia resources in secondary schools based on the perceptions of English teachers in Lima, Peru. Method: A qualitative approach was adopted, with a non-experimental, phenomenological design, of a basic type and descriptive level. Seven English teachers selected through purposive sampling participated, and a semi-structured interview validated by expert judgment (Aiken's V = 0.955) was administered. Results: Content analysis, with coding and triangulation, identified three categories: contextualized multimediality for pedagogical purposes, psycho-emotional inclusion and cognitive anchoring, and resilient and personalized multimedia praxis. The findings show that teachers adapt resources according to the cultural context and students' needs, that their effectiveness reduces the affective filter and strengthens retention, and that their sustainability depends on contingency strategies and greater digital literacy. Conclusion: It is concluded that the effective integration of multimedia resources constitutes a complex pedagogical process, not merely a matter of technical equipment.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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