Abstract

ORTEGA IGLESIAS, Jorge Mario  and  PERAFAN ECHEVERRI, Gerardo Andrís. The Concept of Technology at School: A Specific Professional Knowledge Creation by Technology and Computing Teachers. Rev. Fac. Cienc. Tecnol. [online]. 2016, n.40, pp.13-49. ISSN 0121-3814.

In this article the authors discuss the sense and meanings that ICT teachers have created over time on the concept of technology, seen as a school teaching category. The study aims at identifying, characterizing, and interpreting specific professional knowledge created by technology and computing teachers regarding the concept of technology at school. This is a qualitative research that interprets data taken from a multiple case study, which surveyed three highly-experienced technology and computing teachers (two of them with over 10 years' experience, and one with 30). Twenty-six observations were registered in audio and video following an observation guide. Other tools used were a stimulated recall methodology, semi-structured interviews, and the analysis of institutional documents related to the field. Regarding the concept of technology, it can be seen that it is a historical construction, product of school life over time, which is, at the same time, an on-going process of participation and contribution of technology and computing teachers. This concept must be understood from a knowledge integration perspective in as much as it synthetizes multiple knowledge models. Thus, the concept of technology at school is identified with: (a) a critical-reflexive structure for the comprehensive education of the subject, (b) a historical dispositive of "polysemous reasoning in the field of technology", (c) the collective-subjective unit of milieu creation and transformation, and (d) a participation tool for the factual and procedural knowledge on a daily basis. This view of the concept of technology represents an integration of a system of ideas that make up the specific knowledge of teachers. Such integration conforms, beforehand, the classroom as a meaning representative unit; the epistemological principles and the sources of knowledge that support teachers' actions, as well as a discursive phenomenon of meaning production at school.

Keywords : Technology at school; specific professional knowledge; ICT teachers.

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