Challenges in educational technology: creating teaching practices and emerging futures in public universities
Adopting a theoretical reflection approach, this article examines teaching practices within the context of didactic and technological mediation. It will present some of the main challenges faced by educational technology (ET) in revitalizing and transforming teaching in emerging futures, especially...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades, Instituto de Investigaciones en Educación
2025
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/riie/article/view/8348 |
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| Sumario: | Adopting a theoretical reflection approach, this article examines teaching practices within the context of didactic and technological mediation. It will present some of the main challenges faced by educational technology (ET) in revitalizing and transforming teaching in emerging futures, especially within state Universities in the aftermath of the COVID-19 pandemic.
The primary objective is to shed light on and analyze how social contexts and educational logics intersect in teaching practices, fostering the adoption of new methodologies that enhance the value virtual educational environments acquired post-pandemic and paving the way for educational innovation. Through a theoretical reconstruction and the exploration of pedagogical experiences, this proposal delves into the empirical, theoretical, and epistemological foundations of ET and didactics to chart new horizons. In this vein, an analysis is presented on the methods and logics that govern didactic and technological mediation. Additionally, the focus is placed on teaching practices and didactic transformations, providing guidance on addressing the possibilities of "emerging futures." Within this framework, the article explores key questions that give meaning and form to a new way of "experiencing" educational action within political, pedagogical, and institutional contexts. As a conclusion, the article outlines the challenges faced by ET in educational praxis and within the political and pedagogical frameworks. |
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