Tecnopedagogy of ISAE University Professors: Analysis of Innovative Skills for the Teaching-Learning Process

Abstract

Technopedagogy, also known as digital pedagogy, encompasses theories, strategies, and activities aligned with the educational curriculum, contextualized within information and communication technology.  Its implementation facilitates the acquisition of digital competencies and fosters effective autonomous learning among students.  This study examines the challenges and integration of technopedagogy in the teaching and learning process within higher education in Panama.  The aim is to assess the technopedagogical skills of ISAE University professors and provide recommendations for improvement.  A descriptive quantitative methodology was employed, surveying 181 professors randomly selected from a population of 467.  Findings reveal widespread adoption of digital tools in teaching, while also identifying areas for improvement in technopedagogical competencies among some educators.  The study underscores the importance of ongoing support and training to ensure effective technology use in education and advocates for a culture of continuous learning in light of technological advancements.  Furthermore, it emphasizes the need to invest in technological tools and training programs to bridge the digital divide.  In conclusion, the study underscores the significance of nurturing digital competencies and offering continuous training to educators for the successful integration of technopedagogy in the Panamanian higher education landscape.