Active technological learning

Abstract

Active methodologies, and Digital Information and Communication Technologies (DICT) in education are increasingly present in the pedagogical practices. A broad scientific literature highlights the positive impacts on learning of these elements. However, the number of teachers who make a combined and
simultaneous use of them turns out to be low. In this sense, this paper describes a new paradigm learning, known as Active Technological Learning (ATL), which is supported by the combined use of digital technologies and active methodologies. For this, a qualitative research was carried out considering a descriptive, interpretative and deductive approach, making possible to understand the phenomena within its context, discovering links between concepts, as well as determining characteristics of the active technological learning model, using the content latent corpus. The results of this research point out that the proposed model leads to a reflection on the use of articulated DICT with the active methodologies, attending to the needs of a digital and active education,
centered on the student. Finally, some applications found in the literature are presented as a way to propose some guiding principles for their use in Education, especially in Chemistry Teaching, in order to further improve
the understanding of the Active Technological Learning model.