Las prácticas pedagógicas de los docentes en torno a las Tecnologías de la Información y la Comunicación como mediación para el aprendizaje en la educación secundaria en Colombia

Abstract

En el estudio encontramos que, desde la perspectiva de los docentes, hay una desarticulación entre el discurso que proponen las políticas públicas TIC y las prácticas de enseñanza de las escuelas. Ellos reconocen y valoran la integración de las TIC como estrategias que favorecen la mediación para mejorar los aprendizajes de los estudiantes; sin embargo, a pesar de su uso, mantienen los esquemas tradicionales de enseñanza y carecen de una apropiación pedagógica que dé cuenta de un criterio que fundamente su integración en la secuencia didáctica de los contenidos programáticos a desarrollar en las clases. En algunos casos, no existen condiciones suficientes para el uso de TIC en cuanto a infraestructura tecnológica, conectividad y planes de capacitación docente. No obstante, los docentes generan estrategias creativas con las pocas herramientas tecnológicas de las que disponen: es así como, en una escuela, existen mejores ambientes tecnológicos y conectividad, pero los docentes encuentran que falta un mejor acompañamiento y seguimiento. De otra parte, en las escuelas se están generando nuevos discursos, nuevas relaciones pedagógicas, comprensiones y significados en las prácticas pedagógicas de los maestros, que requieren de mayor estudio, análisis y comprensión. Finalmente, se evidencia que en ambas instituciones las políticas públicas TIC no están incorporadas en el proyecto educativo institucional ni se han generado políticas al respecto en coherencia con las políticas gubernamentales.

In this dissertation, we problematize the following question: how are the pedagogical practices of secondary education teachers developed around information and communication technologies as a mediation for learning at Colegio De La Salle and Liceo Hermano Miguel in the city of Bogota? In order to answer this question, a qualitative-hermeneutic methodological strategy was proposed, whose orientation was interpretative, since it sought to analyze the teaching practices of a group of ninth grade teachers. The data collection instruments were surveys, interviews, observations and field notes. The study comprises two phases: first, a contextual survey of ICT public policy regulations in Colombian education between 1990 and 2018 and, second, a study on the integration of ICT in the two schools. In this second phase, we developed three moments, as follows: (i) we inquired how ICT public policies are integrated in the schools' institutional educational projects; (ii) we entered the field study with the characterization of the teaching population and the analysis of the results according to the inclusion of ICT from the results in the surveys; (iii) we conducted a qualitative analysis based on the procedures of Grounded Theory, such as interviews, observations and field notes. Likewise, the constant comparative method and the deep data analysis procedure were conducted as central components of this research design, in order to bring about a set of emerging categories and subcategories so as to generate a substantive theory. In the study we found that, from the teachers' perspective, there is a disconnect between the discourse proposed by ICT public policies and teaching practices in schools. They recognize and value the integration of ICT as strategies that favor mediation to improve student learning; however, despite their use, they maintain traditional teaching schemes and lack of pedagogical appropriation that accounts for a criterion that supports their integration in the didactic sequence of the programmatic contents to be taught within the curriculum the classes. In some cases, there are insufficient conditions for the use of ICTs in terms of technological infrastructure, connectivity and teacher training plans. Nevertheless, teachers generate creative strategies with the few technological tools available to them: in one school, there are better technological environments and connectivity, but teachers find that there is a lack of better support and follow-up. On the other hand, in the schools new discourses, new pedagogical relationships, understandings and meanings are being generated in the pedagogical practices of teachers, aspect that requires further study understanding. Finally, it is evident that in both institutions, ICT public policies are not incorporated in the institutional educational project, nor have ICT policies been generated in coherence with governmental policies.