BELIEFS THAT INFLUENCE PEDAGOGY AND THE USE OF DIGITAL TOOLS
DOI:
https://doi.org/10.56219/trascendere.v3i8.6633Keywords:
Concepts, digital tools, literacy, pedagogical beliefs, teacher trainingAbstract
This essay examines the influence of pedagogical beliefs and the use of digital tools in education, highlighting the need to debunk myths lacking scientific basis through evidence. The objective of this study was to analyze how such beliefs act as cognitive filters in instructional design and to propose a model of critical integration to counter the spread of neuromyths in the classroom. The methodology was based on a theoretical review of teaching conceptions and the design of a scientific literacy pathway structured around four essential stages: identification, verification, contextualization, and integration/evaluation. As a result, it was determined that widely held preconceptions, such as learning styles, distort educational practice, further demonstrating that teachers' pedagogical premises directly influence the actual effectiveness of technology. In conclusion, it is reaffirmed that teachers must assume an active role as mediators of scientific knowledge to prevent the digitization of obsolete models; therefore, the true educational challenge lies not in the mere technical incorporation of devices, but in the critical capacity to question the principles that guide their application in teaching.
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