The epistemology of teaching obstacle in the use of digital information and communication technology

Abstract

Education has challenges that arise from technological transformations in society and require teachers to reassess the insertion of digital information and communication technologies (DICT) in the teaching-learning process. The objective of this study is to investigate the overcoming of epistemological and didactic obstacles to the insertion of DICT into teaching practice. We have adopted a qualitative case study approach with basic education teachers. Questionnaires and interviews were used, and data analysis was based on the theoretical foundations proposed by Gaston Bachelard. Results indicate that teachers face structural, epistemological, and didactic obstacles daily. New epistemological and didactic obstacles can boost epistemological knowledge in DICT, built on conventional wisdom without criticism or reflection. Teachers recognize that knowledge is limited at these instructional moments, but they also recognize the importance of continuous training to overcome them.

Keywords
Basic education; Teaching practice; Continuing teacher education; Information and communication technology; Technology and education