Analysis of technopedagogical experiences in teaching and learning processes

Abstract

The research project aims to analyze the techno-pedagogical experiences of students from third to fifth grade in the multigrade-primary B classroom of the Institute for Science in the city of Manizales, recognizing the influence on the teaching and learning process through the comparison with Waldorf pedagogy. A qualitative approach with descriptive and phenomenological design is used, using techniques such as participant observation and semi-structured interviews, to support this study, a literature review was conducted highlighting the importance of the use of technopedagogy in education, considering international, national and local background of the last five years, this project contributes to the strengthening of educational processes by integrating technopedagogy effectively in multigrade classrooms. The results indicate that technology can enrich teaching, although its effectiveness depends on infrastructure and teacher training. Comparison with Waldorf pedagogy suggests that, although the latter criticizes the excessive use of technology, both approaches can complement each other to promote the integral development of students. Finally, the need to balance technopedagogical experiences with traditional methods that foster creativity is highlighted, as well as the importance of educational policies that guarantee equitable access to technological resources and digital literacy.