challenges in the use of emerging technologies: a transdisciplinary look in teacher training

Abstract

The research addresses the challenges in technological training faced by teachers who work in different areas, especially those found in rural multigrade schools. Hence, the purpose of this research is focused on analyzing teacher perception of the challenges of using Emerging Technologies in teacher training. The type of study is qualitative under the hermeneutic phenomenological approach, with a non-experimental descriptive transectional design. The sample was 20 participants from the area of ​​General Basic pedagogy, who work in the rural sector of Maule, Chile. The ages range between 27 and 55 years, with an average of 36 years. The data collection technique was the semi-structured interview and the instrument was the question script, which was validated based on expert judgment. The sources of information are Emerging technologies in education, Teacher training, Digital divide. Analysis procedure: axial categorization, applying triangulation, supported by grounded theory. In conclusion, teachers who work in multigrade classrooms, regardless of their discipline, consider that the use of emerging technologies strengthens the educational process, showing that interdisciplinary collaborative work allows the teaching and learning process to be more motivating. and dynamic, making knowledge emerge from meaningful and constructivist learning.