From digital literacy to pedagogical literacy with technologies at school

Abstract

In the 1990s, the use of the new information and communication technologies had an important insertion in the educational institutions, which brought not only contributions of these tools as new resources in the teaching and learning processes, but also generated difficulties since the incorporation of these means in the curriculum was done in an unreflective way, since its intention was to use them in an artefact way and without a pedagogical sense. At the beginning of the first decade of the 21st century, some authors specialized in the field of educational technologies, began to reflect that the role of new technologies should consider some elements of the educational sciences, thus the professor of the University of Seville, Julio Cabero (2006), in his text Pedagogical bases of e-learning maintained that educational experiences that make use of NICTs, should take into account, in addition to the technological component, elements such as pedagogical, methodological and study content.

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