Didactic strategy for the integration of the digital technology classroom into the teaching-learning process

Abstract

The development of Information and Communication Technologies and the trend toward their adoption in the execution of all types of processes have led to the digital transformation of multiple organizations. The educational sector has been intertwined with this phenomenon, benefiting the teaching-learning process. In Cuba, the introduction of digital technology classrooms into the National Education System began in 2015. However, a commercial and IT-based approach is not enough; it is also necessary to understand how the EAP is produced and how this product can facilitate it. Based on this, the general objective is to propose a didactic strategy for the integration of the digital technology classroom as a mediating instrument for the teaching-learning process in the Cuban National Education System. The research is based on a dialectical-materialist approach and uses theoretical and empirical methods to analyze the evolution and challenges of integrating the digital technology classroom. Elements that limit this integration process are identified. As a result, a didactic strategy is proposed that seeks to facilitate the integration of the digital technology classroom as a mediating instrument in the teaching-learning process, promote a student-centered approach, and encourage collaborative learning.