Hybrid teaching scenarios for the critical integration of ICT in Literature teaching: The communicative classroom in focus

Abstract

We analyze the convergence between ICT and didactic knowledge in university teaching, focused on university teacher training courses. On this occasion, we focus on the exploration of the didactic reasoning underlying the configuration of training devices with ICT in a subject linked to the curricular area of ​​professional intervention of a teacher, observing how these tools change the dynamics of the classroom and the strategies of teaching. We adjust this analysis to the integration of ICT in a specific training device and its impact on didactic reasoning through TPACK. In the methodology, we use a case study based on interviews, non-participant observations and analysis of professional documents. The results show that ICT can transform teaching when combined with participatory teaching strategies. We identified tensions between teaching generations: experienced teachers tend to delegate the use of ICT to younger ones, revealing the importance of a collaborative approach. In the conclusions, we highlight the need to modify teaching models to prevent technology from becoming an overload and encourage its innovative use. The study advocates for a critical and dynamic integration of ICT in the context of teacher training.