Pedagogy as a techné: meaningful ICT integration in formal learning scenarios

This paper presents a framework developed by JP-inspiring knowledge with different stakeholders that aims at the creation, preparation and evaluation of ICT integrative projects in formal learning scenarios. This proposal served as a basis for master training on meaningful pedagogical strategies with ICT, in several countries: Angola, Bolivia, East Timor, El Salvador, Ivory Coast, Jordan, Peru, Portugal, and Puerto Rico. Each of these training projects targeted different stakeholders: elements from Ministries of Education and Technologies, Pedagogic Specialists, Curricula Designers and Teachers. Its general structure was designed inside and outside classrooms, not only with teachers and students, but also with school directors, parents and ICT companies. Here we present the main characteristics of this framework – the ik-Model – and the process through which it is being conceived as a relevant pedagogic transformational element. ICTs are no more conceived and integrated as tools or resources in learning scenarios, but as contexts. This perspective challenges not only the way they may be thought inside those spaces, but also the way people look at their own role in this process. Finally, we discuss how this approach acts towards a reconfiguration of pedagogy as a Techné and how this requalifies teachers’ momentum within most of the changing processes of actuality.