Pedagogical strategies for teaching computing in technical education: A sociocultural approach
DOI:
https://doi.org/10.56294/mw2024589Keywords:
Information technology, industrial maintenance, Activity Theory, Engeström's Expanded Triangle, digital learningAbstract
Introduction: The study examines the role of information technology as a fundamental discipline in the training of industrial maintenance workers. Based on Activity Theory and Engeström's Expanded Triangle, the research analyzes the impact of mediating artifacts, such as Moodle and other digital tools, on the learning process.
Methods: A qualitative-descriptive approach was applied, focusing on students enrolled in the Industrial Maintenance University Technical Degree. Data collection included performance records, academic evaluations, self-perception surveys, and semi-structured interviews with students and instructors. The analysis was conducted using content analysis and descriptive statistics.
Results: Findings indicate that digital tools facilitated learning, but students tended to overestimate their knowledge of information technology. Conductivist models proved more effective for acquiring technical skills, while constructivist approaches supported deeper learning. Student interaction in forums was a key factor in collaborative learning, whereas participation in videoconferences was minimal.
Conclusions: Teaching information technology in industrial maintenance education requires a flexible methodological approach that integrates mixed learning strategies. The establishment of clear community norms and the adaptation of pedagogical models to students' needs are essential to optimize learning processes. Future research should explore hybrid methodologies to enhance IT education, fostering autonomy and knowledge appropriation among students.
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