Teaching actions, digital technologies and pedagogical innovation

Abstract

This article presents the results of a research that sought to analyze which teaching actions contribute to the organization of innovative curricula that are adequate to the challenges of Higher Education in the 21st century. Theoretically, discussions are presented about the concept of innovation in higher education and its relations with the university curriculum and pedagogy. The clipping refers to teaching actions linked to digital technologies. Methodologically, a qualitative approach was chosen in the context of exploratory and descriptive research. The subjects were six professors from the areas of Health, Applied Social Sciences and Engineering and Technologies of a Community University. Institutional documents were consulted and conversation circles were held using the focus group technique. That said, it is important to highlight that technologies, based on these professors' speeches, in all their dimensions and possibilities, are incorporated by situations of need, which are sometimes unusual and require institutional efforts from university pedagogy to advance together with professors. Regarding actions, teachers consider participation in study groups on innovation and technology, the exercise of self-criticism, understanding the concepts of innovation regarding the use of digital technologies, thinking about pedagogical strategies guided by the perspective of academics in relation to digital technologies. Professors stated that they develop innovations with digital technologies that started in isolation and expand to other disciplines.