Resumen

FLORES, Fernando Agustín S.. Entornos virtuales en asignaturas del área de las Tecnologías Educativas: Estudio de casos múltiples y marco de análisis TPACK. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2017, n.20, pp.57-64. ISSN 1851-0086.

We communicate preliminary results of an investigation around the Didactic Technological Knowledge of the Content in university teachers, specifically on the levels of ICT curricular integration and its articulation to processes of didactic innovation  in three subjects related to the field of Educational Technologies. Recently Koehler, Mishra and Cain provide the technological dimension to the Didactic Knowledge of Content, program initiated by Shulman in the mid-1980s, whose incorporation in the university classrooms means considering its potential in the transformation of teaching content, cognition, among others. We adopted the multi-case study strategy, to those we build with teaching narratives and Virtual Environments of Teaching and Learning. The first approximations show that in most projects ICT is given a level of use in which learning and cognition have a peripheral role. One, shows a level of curricular integration with visibility in learning, where the virtual environment is an enhancer of the pedagogical-didactic proposal instead of trivializing it, since the contexts of ICT use generate dynamics of innovation and improvement in the teaching and learning processes.

Palabras clave : Technological pedagogical content knowledge; Multi-case study; Didactic innovation; ICT curriculum integration.