PERCEPCIÓN DE LOS RETOS PROFESIONALES E INSTITUCIONALES ANTE LOS PROCESOS EDUCATIVOS MEDIADOS POR LAS TIC

Abstract

There are many contributions that exist today about the new role of the teacher due to the incorporation of ICT in educational processes. However, the change in educational systems has not been as accelerated as technological changes, since there is still a lot of resistance on the part of the actors involved. At the José Antonio Páez University this change has been gradually activated. That is why in this work it was considered pertinent to categorize the way in which teachers perceive the possibility of changing their educational practice, contextualized to the nature of the courses they develop. The research was developed with a hermeneutic phenomenological approach considering the contributions of a group of teachers who took the Facilitator Training Course in Distance Education, from the José Antonio Páez University Extension Center (CEUJAP) in the first half of 2012. As emerging categories of the conceptual grouping of the opinions expressed, among others, those referring to the importance attributed to institutional support, the fundamental role of the facilitator in the motivational aspect to capture and maintain attention, the multiplying effect of collaborative participation, the need to assume a significant change in their educational practice beyond placing resources on the network, the convenience of using not only the institutional technological platform, but also social networks. The results obtained were validated by other facilitators with virtual and blended courses in operation.