Abstract:

The experience of the COVID 19 pandemic forced many institutions, including universities in Latin America, to incorporate the use of technology in undergraduate courses. In Peru, the experience implied massive and rapid training of university faculty and students for this new modality. After 2021, the opening of educational centers raised a question: do students graduating from education incorporate pedagogical aspects in the use of technology? The pedagogical use of technology is a topic in question today when talking about digital teaching skills and our interest stems from the desire to deepen if the students of Education at the university, with more propensity to the rapid use of technology, incorporate the pedagogical in their pre-professional practices, in addition to knowing the perception they have of it.

The research was carried out in 2021 and the techniques were applied in the second semester of 2021 in a course taught by one of the researchers, with a total of 52 students. This group was chosen because they did their pre-professional internships in 2021 and graduated in 2022 and have as a requirement the pedagogical use of technology in their professional practice. Likewise, we were interested in knowing their perception in this regard. In order to carry it out, we incorporated Irina Castro, a student of the Master's Degree in Educational Integration and Innovation of Information and Communication Technologies, who was interested in carrying out part of the research.

This is an empirical, qualitative research aimed at exploring and describing the perception of knowledge and application of technological, pedagogical and disciplinary aspects. It was based on the TPACK model. Two questionnaires were used as techniques: Tourón's questionnaire on teachers' digital competences and the questionnaire adapted by Cabero, Roig-Vila and Mengual-Andrés, which uses the TPACK model to determine perceptions. In addition, observations were carried out throughout the academic semester, as well as the application of focus groups.

It is concluded that the students in the sample have a high valuation of their technological, pedagogical and disciplinary knowledge both in isolation and as a whole; however, only 28 students have an intermediate command of the contents and use of technology, the handling and management of digital resources, the use of graphic elements and images in the elaboration of the educational resource, as well as the edition of videos. At the same time, it is observed that there are few who make use of educational platforms to host their educational resources and manage their administration. It is found that there is knowledge and use of technology, pedagogy and discipline, but in isolation and the integrated relationship between technology, pedagogy and discipline is still very weak. These still preliminary conclusions allow us to think that there are aspects to be worked on in teacher training in order to achieve the integration of this knowledge. It also raises the question of whether this lack of integration is a reflection of the lack of integration of the career trainers themselves, who in less than two years had to carry out this incorporation into the university teaching practice, a topic to be continued in the next research.

Keywords:

Technological, pedagogical, disciplinary knowledge, university students.