Educational Technology in Latin America. Review of definitions and artifacts

Abstract

Educational Technology (ET) is a field inherent to contemporary teaching and learning processes, based on the use of technological resources and adaptation strategies to school plans and activities, but the definitions and means that characterize its use vary according to the studies and theoretical perspectives that analyze it, especially from the gaps that were reiterated during the covid-19 pandemic when the use of instructional technology (IT) was strengthened. The objective of the article is to review the definitions and artifacts associated with ET among the studies published by scientific journals in Latin America that have analyzed its importance since 2017. To carry it out, a systematic-exploratory review was carried out using a qualitative approach and bibliometric techniques, based on a sample of one hundred articles published between 2017 and 2021, which were extracted from scientific search portals such as Publindex, Redalyc and Google Scholar, as well as their organization and discussion, taking into account the recommendations of the Prisma declaration for systematic reviews. In conclusion, the different uses and conceptions of ET make it possible to reiterate the international trends of analysis, verifying for the Latin American case its understanding from dimensions of disciplinary, instrumental and innovative analysis.