Technological appropriation with a pedagogical purpose in primary school teachers

Abstract

The present study analyzes the senses and meanings that primary school teachers at the José Eusebio Caro (JEC) public school site assign to the use of technology in their daily work. Given this approach, the research theoretically grounds a technological appropriation proposal that stems from listening to teachers and understanding their training needs. This is because there is an evident gap in the teaching staff's technological competencies, a reality that is contrasted and exacerbated by the precariousness of digital resources and connectivity at this educational site. Furthermore, the research approach is qualitative with a phenomenological-hermeneutic design (Max van Manen), through which the lived experiences of ten (10) key informant teachers were explored using semi-structured interviews and a focus group via the participatory mapping technique. In this way, the inductive analysis allowed for the identification of six (6) thematic nodes as fundamental research findings. Finally, the research concludes with the theoretical grounding of a collective architecture for an educational blog on JIMDO, designed by the teachers themselves as architects of their own training, promoting the transition from ICT to LKT (TIC to TAC) as an act of labor justice and pedagogical resilience.