“The integration of digital technologies into teacher training is both a necessity and a challenge,” said Dr. Denise Vaillant, dean of the Institute of Education at Universidad ORT Uruguay.
In the chapter titled “Teacher Training in Digital Technology Settings: Context and Perspectives,” he explained that technologies“do not in and of themselves guarantee the construction of knowledge or processes of reflection or critical thinking.” In his words, knowledge of the subject matter and pedagogy, as well as an understanding of students’ contexts and realities, is what enables the development of “powerful educational projects.”
“Today, it’s important to learn and teach using digital tools, but also to go beyond simply adapting pre-established teaching methods. It’s not about using technology to do more of the same, but rather to carry out different educational activities that wouldn’t be possible without technology,” he stated.
According to what Vaillant stated in the chapter, the pandemic provided an opportunity to rethink the “importance of digital skills” and to define a “strategy for teacher professional development that adapts to a changing technological landscape.”
According to the dean of the Institute of Education, following the health crisis caused by COVID-19, teachers “learned that technology allows for trial and error” and that, often,“by taking the plunge and giving it a try, substantial progress can be made.”
“The challenges remain, but it is also true that many teachers are now more willing to use these tools and explore how to apply technology in a way that is pedagogically meaningful,” he concluded.
The present—and even more so the future—requires digitally competent teachers who are capable of positively influencing the learning experiences of children and young people.
“Teacher Training in Digital Technology Settings: Context and Perspectives” can be found in the book Teacher Digital Competence for Educational Transformation, edited by Mariano Fernández-Enguita and published by the Organization of Ibero-American States for Education, Science, and Culture.
This chapter focuses on preparing teachers to use technology in a pedagogically meaningful way in the post-pandemic context in Latin America. It also examines initial teacher training, professional development, and, finally, self-directed learning processes.