Teaching Practices in the Face of Digital Transformation

Abstract

The technological, pedagogical and disciplinary knowledge that the teacher possesses are completely necessary to achieve a full integration of the Information and Communication Technologies (ICT) in the teaching practice, since the technologies by themselves do not solve or favor the teaching process-learning. The objective of the research was to identify the characteristics of the faculty of the School of Library Science of the UNAM in relation to the knowledge, use and appropriation of the ICT, and its link with the teaching practice. A mixed, exploratory, descriptive and cross-sectional study was used, involving 44 teachers enrolled in the faceto- face modality 2018-2, who answered an exprofessional questionnaire for this research. Among the results obtained, preferences were identified on 2.0 technologies, presentation design tools, management and documentary resources, specialized software management and management of electronic platforms. The numbers give evidence that there is an important level of knwledge about ICT, but this is not necessarily reflected in the teaching practice, it was also observed certain substantial variants with respect to gender. It concludes with the need to train teachers not necessarily in technologies, but in an integral way in the aforementioned knowledge.