T EACHER TECHNOLOGICAL COMPETENCIES AS A MEDIATING FRAMEWORK FOR INTERDISCIPLINARY INTEGRATION IN SCIENCE EDUCATION

Abstract

Science education is undergoing transformations that require overcoming disciplinary fragmentation, which reflects an exaggerated academic profile that causeddisarticulation in student training. being necessary the integration starting from therethinking of the role of Information and Communication Technologies (ICT) in thepedagogical Scenery. Considering this need, the present essay analyzes thetechnological skills of teachers to structure mediations that make possible theinterdisciplinary integration of scientific knowledge, leaving aside the conception thatdefines them as instrumental skills associated with handling devices and platformswithout involving them in their formative processes, which implies presenting as the mainargument that the development and consolidation of technological skills is a condition forteachers to design learning situations that integrate different disciplines such as naturalsciences, mathematics, technology and engineering for the resolution of contextualizedproblems. For this purpose, a theoretical-analytical approach is adopted that is based onthe critical review of specialized literature with terms such as digital teaching competence,articulation of scientific disciplines, curricular integration and STEM education as drivers.which allows for dialogue with proposals such as the TPACK model, the EuropeanDigCompEdu Framework and the UNESCO ICT Competency Framework for Teachers,from which convergences and tensions are identified between these internationalreferences and the challenges of Latin American education systems, analyzing theconstraints arising from teacher training, the digital gap and the existence of curricularmodels oriented towards disciplinary isolation, in contrast to which a model calledInterdisciplinary Technological Mediation (ITM) is proposed, in which four dimensions areintegrated: technological competence, curricular integration, didactic innovation andproblem-solving of the context whose implementation depends more on digital skills thanon the availability of technological resources.