Innovative teaching practices (adopting Digital Technologies) of public higher education professors in Colombia

Abstract

The current study presents the results of a research whose objective is to understand and analyze the innovative teaching practices with Digital Technologies (DT) employed by professors who teach in undergraduate programs of public universities in Colombia. The research is qualitative in nature and is based on the Grounded Theory (GT) methodological design. Data collection instruments were a questionnaire, carried out in the initial phase, and an intensive interview during the second phase. The sample consisted of 21 professors from different undergraduate programs stemming from public higher education institutions in Colombia. Data analysis followed the methodological assumptions of the constructivist-interpretative perspective of GT. Three conceptual categories were then extracted from the data analysis: conceptualization of educational innovation, DT and innovative teaching practices, DT in the service of teaching and alteration of perceptions regarding DT in teaching. Associated with each category, four theoretical concepts surfaced in the focused coding, in order to: sever the magistrocentric paradigm, collaborate with teaching and foster creative expressions through which the substantive theorization of a rejuvenated pedagogy emerges as a way to catalyze innovative practices with DT. The research evidenced that the professors in the study have advanced in innovative teaching practices with the use of “active” methodologies and DT.