Integrating digital technologies into universities has transformed teaching and learning experiences, requiring educators to use systematic and rigorous reflective practice to evaluate and optimize their pedagogical strategies. This study examined the intersection between reflective teaching practices and the use of digital technology, including artificial intelligence, in university teaching. Through a thematic analysis, this study examined how educators employ technological tools, reflect on their educational decisions, and influence their ongoing faculty development. The results revealed that, under specific conditions, reflective practice is crucial for refining the practice and foreseeing the meaningful uses of digital technology in learning. The results also highlight the importance of colleague-to-colleague collaboration in supporting pedagogical innovation and enhancing instructional planning. This study extends the previous research on teachers’ reflective practice regarding the educational use of digital technology in a new academic environment, highlighting the relevance of integrating reflexivity into higher education faculty development to promote compelling and authentic educational technology adoption.

En este artículo se analiza el concepto de “práctica reflexiva” como método de investigación aplicada y proceso de desarrollo profesional docente (DPD) en el contexto de la era digital. Basándose en las nociones de Dewey y Freire, múltiples académicos han desarrollado ampliamente el concepto en la investigación educativa y lo han aplicado en el DPD. Sin embargo, la articulación entre esta noción y las tecnologías digitales en la enseñanza y el aprendizaje ha sido escasa. En los últimos años, la práctica reflexiva parece ser tratada en la investigación educativa desde una perspectiva acotada; asimismo, los programas de DPD tienden a ofrecer experiencias aisladas que no trascienden los límites de la realidad del aula. Esta situación ha dado lugar a una brecha cada vez mayor entre las políticas educativas y lo que en realidad sucede en las aulas en cuanto a cómo deberían ser las prácticas docentes. En este sentido, la reflexión como modelo de DPD y la investigación aplicada al profesionalismo docente pueden contribuir al perfeccionamiento continuo de las prácticas. También pueden reducir la brecha entre política y práctica mencionada anteriormente. Con este fin, se propone pasar de una reflexividad acotada a una holística, dialógica y colaborativa para aumentar la agencia de los profesores, así como para resguardar el aprendizaje dentro de las comunidades de educativas.

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators’ appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.

This article discusses a case study on teacher agency about the pedagogical uses of information and communication technologies (ICTs). The investigation explored a school ecosystem that has developed a model of reflexive practice aimed at promoting teacher agency from a holistic and relational perspective. The primary case comprised six sub-cases using ICTs with students and deliberated on these uses by applying the reflexive model promoted within the school boundaries. Data were analyzed thematically. Observations of teaching practices with ICTs, reflexive practice sessions on ICT uses, and interviews with the heads of departments of the observed teachers yielded the relevance of collaborative agency in the context of the digital age as it brings together policy, theory, and practice. In line with the claims of relevant literature, the study shows that an articulated dialogue between these dimensions is relevant for using technologies in education according to the specificities of teachers’ institutional ecosystem.

The popularity of multiplayer online videogames (MOVs) in the lives of young people has become a recurrent area of interest for parents and researchers. The use of these platforms has generated concerns regarding the potential negative effects on children’s personal and social development. Additionally, the ways in which players socialize through these games has raised questions concerning what are regarded as the most effective approaches to promote a constructive articulation of virtual and physical worlds. Fortnite, was created by Epic Games in 2017. It can be characterized as a social survival gaming experience and has the most remarkable use on a worldwide scale. The study reported here is a qualitative case study that explores the social dimension of the use of Fortnite and how it impacts on children’s and their parents’ perceptions regarding its use. A total of 82 in-depth interviews were conducted in 2019 with Argentinian and Chilean children between 9 and 18 years of age and their parents. Findings reveal that parents and children have diverging perspectives regarding the social dimension of the game’s immersive experience. The topic developed in this article is of particular relevance to parents and researchers given the current events and widescale use of online platforms due to the Covid-19 pandemic.

Rapid technological developments have heightened global interest in pedagogically sound uses of information and communication technologies (ICTs) in education. However, universal principles for ICT integration need to better align with the local realities of teachers and schools for optimal uptake. Using Chile and Finland as case studies, this research summarizes, appraises, and synthesizes literature on teachers’ ICT uses before and during the pandemic. Adopting a ‘glocal’ framework (Manca et al., 2021), the study identifies local and global trends in ICT uses, including potential research shifts that carry implications for both theory and practice. A systematic literature review was conducted to examine Finnish and Chilean teachers’ ICT uses as reported in studies across five databases. The search was limited to peer-reviewed, English-language publications over a thirteen-year period and yielded 26 high-quality papers that were analyzed using meta-aggregation. Findings reveal that the reported ICT uses depended on the research methods employed to study these where qualitative studies documented innovative uses and quantitative studies more traditional uses of ICT. During the pandemic, research shifted to focus more on teacher experiences with Finnish studies highlighting positive ICT-related experiences and Chilean studies negative experiences including teachers’ lack of training and practical issues. Based on the findings, recommendations are given to continue to enhance ICT integration both locally and globally.