Information and communications technologies in androgynous learning

Abstract

The globalization of the economy, information and communications has allowed the social dynamics to be competitive, leading to social transformations, to respond to these demands they require new educational approaches as an alternative in the transformation of environments in line with the globalized world. The information and communication technologies used as an educational resource play an important role, facilitating the interaction, transport and dissemination of knowledge to remote places, where androgynous learning is required, a fundamental option for the formation and training of society, which leads us to reflect about the actions of teaching in adult education. The methodology used was based on the qualitative paradigm supported by phenomenological research methods, hermeneutics and ethnomethodology allowing close relationship with key informants, triangulation was used as a strategy to correct distortions. As results, the theoretical, epistemological foundation framed in significant elements that are derived from ontological, gnoseological, philosophical, pedagogical and andragogical postulates is established, establishing pedagogical conceptualization. In conclusion, it is considered that teaching models constitute the path for the transmission of knowledge, it is there that the technological tools of information and communications become facilitating means in the teacher-student interaction, allowing the efficient development of curricular activities.