Transformation of teaching practice through techno-pedagogical innovation in higher education
Article Sidebar
Main Article Content
Abstract
Today, teaching innovation in higher education requires not only technological infrastructure, but also a profound change in teachers' pedagogical and digital skills. Techno-pedagogy, also known as digital pedagogy, is proposed as a mediating didactic element to generate innovative learning environments (Méndez & Pozo, 2021), cited in Coll and Monereo (2008), seeks to provide a response based on the pedagogical approach to the impact that digital tools have had on the teaching-learning process. Its rapid evolution has generated growing expectations regarding its ability to improve the quality of education, optimize teaching, and facilitate learning. However, the effective adoption of techno-pedagogical approaches still presents significant gaps in Mexican universities, which directly impacts the quality and innovation of teaching practice.
This study analyzes the transformation of teaching practices through technological and pedagogical innovations, using a quantitative descriptive approach based on a validated questionnaire administered to 57 teachers at TecNM/ Tecnológico de Estudios Superiores de Cuautitlán Izcalli, aimed at identifying the current dynamics of technological integration in teaching, as well as the perceptions and training needs of teachers, and likewise to understand their potential and limitations in the field of technologies and their application in the classroom. The results show high technological adoption, but gaps in pedagogical integration and institutional support and infrastructure; confirming that techno-pedagogical innovation does not depend exclusively on the availability of digital resources, but on an entire institutional ecosystem that promotes the development of teaching competencies, collaborative learning, skills, and personal qualities of teachers, but also the need for structured training programs.
Article Details
References
Aguilera, L. R. R. (2023). Modelo TPACK para el estudio de habilidades docentes en la Universidad Autónoma de San Luis Potosí [Tesis de maestría, Universidad Autónoma de San Luis Potosí]. Repositorio Institucional UASLP. https://repositorioinstitucional.uaslp.mx
Ait Ali, D., Boulahlib, M., & El Bachari, E. (2023). Empirical research on Technological Pedagogical Content Knowledge: A systematic review in higher education. Education and Information Technologies, 28, 10235–10261. https://doi.org/10.1007/s10639-023-12173-4
Chavarria-Montiel, A. (2002). Water vapor permeability of edible films. Presentation 100B-34. June 15-19. Anaheim, California: Institute of Food Technologists Annual Meeting.
Flores-Vivar, J. (2023). La inteligencia artificial en la educación: Transformaciones en los procesos de aprendizaje. Revista de Tecnología Educativa, 18(3), 78-95.
Gloria, R., & Benjamin, A. E. (2018). Attitude of teachers towards techno-pedagogy. International Journal of Engineering Technologies and Management Research, 5(4), 87-89.
Kholid, M. N. (2023). A systematic literature review of Technological Pedagogical Content Knowledge (TPACK) in teacher education. Cogent Education, 10(1), 2187625. https://doi.org/10.1080/2331186X.2023.2187625
Koehler, M. J., & Mishra, P. (2013). The TPACK framework for teachers and teacher educators. En J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101–111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
López-Gil, K. S., & Sevillano-García, M. L. (2020). Desarrollo de competencias digitales de estudiantes universitarios en contextos informales de aprendizaje. Educatio Siglo XXI, 38(1), 53-78. https://revistas.um.es/educatio/article/view/413141/279481
Méndez, C., & Pozo, C. (2022). La tecnopedagogía: enlace crucial entre metodologías activas y herramientas digitales en la educación híbrida universitaria. Revista Scienstific, artículo arbitrado número 295, volumen 6, ISSN 0000 00040361.
Merola, R. H. (2025). Online learning’s potential to improve access and quality in Mexico: Perspectives from leaders, professors, and students. ERIC Institute of Education Sciences. https://eric.ed.gov/?id=ED636279
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Romero, G. G. (2023). La integración de la tecnología en los docentes universitarios: retos y posibilidades en la educación superior. Apertura, 15(2), 134–150. https://doi.org/10.32870/Ap.v15n2.2138
Schmid, M., Brianza, E., & Petko, D. (2024). Running in circles: A systematic review of reviews on TPACK. Computers & Education, 210, 104897. https://doi.org/10.1016/j.compedu.2023.104897
Villarreal-Lara, R. (2024). The technological gap of undergraduate education in Mexico: Challenges for innovation and inclusion. En Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education, and Technology (pp. 1–10). Latin American and Caribbean Consortium of Engineering Institutions (LACCEI). https://doi.org/10.18687/LACCEI2024.1.146