Criterios pedagogicos en el uso de las TIC para la practica docente en la escuela

Abstract

It was determined what and how is the organization of pedagogical approaches in educational experiences that were recognized by the Fundación Compartir and RIBIEL with the use of ICT through an interpretive hermeneutic type research with a qualitative approach based on the analysis of content in 36 experiences. Despite the time it takes to introduce ICT in education, the effective use of ICTs continues to be difficult due to its instrumental rather than pedagogical vision and, in turn, in teacher training, criteria such as pedagogical approach, methodology and resources , a comparison is made with the educational standards of the MEN and UNESCO to obtain a reorganization and suggestions in pedagogical aspects desirable in the use of the TIC in the training and teaching practice most of the leas experiences started from constructivist currents based on learning methodologies collaborative, cooperative and active using didactic tools as classroom projects based on problem solving.