Educación en tecnología como paradigma didáctico, innovador e inclusivo en el marco del COVID-19

Abstract

The study consisted of developing a didactic, innovative and inclusive model for the development of technology education by building technological objects in Middle Education, to respond to the COVID 19 pandemic. Theoretically he subscribed in Morín (2006); Moreno, Tezón, Rivera, Durán, y Parra (2018); De Zubiria (2014), among others. The qualitative paradigm, interpretative and social research was adopted, the methodology is developed through three phases. Key informants were trained by 5 teachers from the area of education for work, applied to them with unstructured focused interview and registration of working sessions. It was concluded that the relevance of conceiving the teacher as a mediator of the process for creative and discovering development is part of the development of innovation. It demonstrated the importance of continuing to provide knowledge to strengthen in the development of technological thinking in education, in addition to the constant training in the search for the most suitable didactics for the construction of technological objects.