LEARNING, TO TEACH TO LEARN WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

Teachers are asked to include technologies in education; that is why this article presents the advances of a qualitative multiple case study aimed to identify learner`s identity profiles for teachers who need to include technologies in the classroom. In order to do accomplish this task, a diagnose was carried out to distinguish differences in the willingness to learn to use technologies with a pedagogical intentionality. The theoretical framework assumed responds to the socio-constructivist theory, taking in to account the incidence of the communities of practice and the professional learning communities. As a result, three profiles were distinguished, mediator, facilitator and supporter; it was not found a preponderance in any of the profiles previously mentioned. Also, it was appraised that the participants prioritize the synchronous and actual learning made with colleagues of the center and figures of support that contemplate the personal particularities and of the equipment.