Critical incidents in practices with digital technologies

Abstract

This work is framed within a research that aims at inquiring about the possibilities, advantages and limitations that the integration of digital technologies offers at the time of reflecting upon the practices developed by teachers in initial teacher training and in service. The methodological approach selected is action research in the framework of learning communities and communities of practice. The research shows the way followed by the members of the community of Centro Regional de Profesores del Centro (CeRP) belonging to Consejo de Formación en Educación (CFE) and the community of teachers belonging to Universidad de la República (UdelaR) who attend the continuous teacher development that Programa de Entornos Virtuales de Aprendizaje (ProEVA) of the Comisión Sectorial de Enseñanza (CSE) offers. This article focuses on the application of an instrument of reflection called: Analysis of critical incidents (IC). It is worth mentioning that even when the participants have identified some of the barriers that hinder a better performance at the time of considering digital technologies as mediators of learning, they have only focused on those in relation to connectivity or working. It is clear that the work with IC has favoured reflection on practices with digital technologies apart from making contributions to the process of building the professional identity of the members of both communities.