Incorporación de tecnologías digitales en los procesos de enseñanza-aprendizaje en escuelas secundarias

Abstract

Middle schools are spaces to perceive issues related to how digital technologies are being used. The relevant social groups have different opinions of the uses inside and outside of classrooms and this could make prohibitions and strategies to make it difficult to incorporate the digital technologies into the teaching and learning process. This article delivered the main assumptions of research to know the ways teachers and students of middle schools incorporate the digital technologies in their teaching and learning process, in two schools in Mérida city. The framework of research was the Social Construction of Technology (Pinch y Bijker, 1993), and it was necessary to make link theory and methodology to construct categories were possible development of the research. The objective to create methodological approaches to this research was necessary to create participatory workshops to explore the perspectives of the teachers and students related to digital technologies. The results of participatory workshops were visual products to help analyze research.  This article explores the construction of participatory workshops and how they are useful for the research and the object of the study.