Melchor Gómez-García ^{1 *} , Roberto Soto-Varela ², Moussa Boumadan ¹, César Poyatos-Dorado ¹

CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep389

https://doi.org/10.30935/cedtech/12462

Submitted: 29 May 2022, Published Online: 17 September 2022

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Abstract

Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.

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