Formación de normalistas superiores en tecnologías disruptivas. Diseño para su apropiación tecnológica

Abstract

This research project arises from the identification of a persistent problem in education: the gaps in teacher training for the effective use of disruptive technologies. Although access to information and communication technologies (ICTs) has increased, various national and international studies reveal that many teachers still struggle to effectively integrate these ICT resources into their teaching practices. This limitation reduces the potential for innovation and delays the evolution of teaching and learning approaches. To address this issue, a pedagogical design is proposed for the training of higher normal school students, centered on the critical, ethical, and contextualized appropriation of disruptive technologies. The proposal responds to the need to recognize emerging trends in education and to promote their transversal integration, with the purpose of strengthening teacher training practices, enriching classroom work, and meeting the education challenges of contemporary society. The research adopts a qualitative approach framed within the constructivist paradigm, which allows for an in-depth understanding of the experiences and perspectives of the educational stakeholders involved. The methodological strategy follows a hybrid design that combines two complementary phases: a phenomenographic phase, aimed at exploring variations in the experiences of teacher trainers, pre-service teachers, and expert teachers regarding disruptive technologies; and a Design-Based Research (DBR) phase, which enables the participatory, contextualized, and validated construction of the training proposal. Data collection was conducted through dialogic interviews and focus groups, techniques that provided access to rich, situated, and relevant information for the study.