Las representaciones de los futuros profesores sobre los usos de la tecnología en la escuela. Un estudio narrativo

Abstract

In the context of imposing the incorporation of digital technologies in schools, the pedagogical thinking of teachers still has disassociated from the application of educational technology. The purpose of this work is to analyze and understand how an apparently beneficial proposal, such as the use of educational technology in schools, has such a negative predicament among so many teachers. This is particularly evident in initial teacher training. From a narrative approach to the student experience, it is about identifying the kind of story that has been accompanied and popularly assigned to technology in schools, which prevents the implementation of an alternative narrative of the possibilities of a school with technology. The qualitative narrative research is launched by applying the focus group technique to educational activity, with groups of future education professionals, future teachers, and future educational technologists. Their imaginary of technology is recovered in the type of commercial film that makes them evoke the concept. Three techniques of this nature were performed in as many class groups during courses 18-19 and 19-20, with 73 students, both genres, from a Spanish university. In the analysis, four popular stories about educational technology are collected: humanist, machinist, scientist, and futurist. In the light of these stories that are embodied in various school imaginary, based on the tradition of the school itself and the university, a new humanist narrative that combines scientific and futuristic aspects is revealed, which could help rethink the possibilities of technologies within alternative education.