Innovating in secondary school in times of technological change. Contributions from disruptive pedagogies on the teaching process

Abstract

INTRODUCTION. In a knowmadic society in which technologies and digital media are an integral part of the life of students, it is necessary to stop, reflect and analyze what and how work is done in Secondary Education schools. METHOD. Twenty educational professionals who are experts in innovation (10 women and 10 men) from three autonomous communities (Andalusia, Extremadura, Castilla y León) participated in this research. Based on the Delphi technique, they respond to a series of questions that address the educational practices that are developed in Secondary Education. RESULTS. The analysis shows the distance that exists between the learning processes, curricular contents, methodologies and evaluation practices that are used and the interests, preferences, expectations and/or needs of the students. DISCUSSION. Experts point out that educational centers promote unidirectional and rigid teaching processes, standardized and instructive methodologies, and evaluations focused on qualification, hence the importance of introducing innovative or disruptive pedagogies that focus on students and teachers. living processes.