The use of learning and knowledge technologies in teaching curricular theory: a a pedagogical reading

Abstract

The purpose of this paper is to present the results of the qualitative-interpretative research carried out in the knowledge unit Curricular Theory of the Pedagogy career of the Faculty of Higher Studies Aragon, on the use of Learning and Knowledge Technologies as a didactic resource.

Methodologically, we conformed ourselves as an epistemic commune inscribed in pedagogy as a human science or of the spirit and epistemologically in the interpretative-comprehensive perspective. The biographical-narrative method and educational ethnography were used, making use of triangulation in the research tools and instruments.

Within this theoretical-methodological framework, emphasis was placed on the pedagogical reflection of the life experience of the educational actors in the classroom.