Structuring axes of educational innovation in technological contexts. Description and analysis from the grounded theory

Abstract

INTRODUCTION. Education that appropriates emerging technologies to enhance student learning goes beyond traditional education systems. However, the widespread use of ICT in the educational field in accordance with its potential is still not observed. In this scenario, the objective of the work is to determine the structuring axes that describe the process of educational innovation in the current technological context from the voice of the educational actors (teachers in practice and in training) in such a way that the theoretical conjectures lead to an understanding of this phenomenon. METHOD. A qualitative study is developed, guided by the grounded-theory (TF) approach and the inductive-deductive analysis technique for information processing and description of emerging structures. FINDINGS. It is determined that the process of educational innovation in the real context of teaching performance is made up of three structuring axes: (1) Teacher identity, (2) Institutional management context and (3) Technological mediations, which are structured in several dimensions for their definition giving rise to a new understanding of the object of study from the articulation of these categories. DISCUSSION. It is evident that innovation emerges as a systematic response to the needs of change due to the demands of the environment and the motivation of the teacher in the renewal of their pedagogical practices. As well as, by the provision of teacher training programs for collaborative management and the construction of consensus with a learning orientation.