The digital transformation of society has profoundly impacted education, demanding a fundamental shift in how knowledge is taught, shared, and created.
This article examines the integration of educational technology (EdTech) in higher education, emphasizing the need to move beyond superficial or instrumental uses, such as PowerPoint presentations or basic interactive tools, toward more complex and transformative applications.
The COVID-19 pandemic exposed a digital divide between university educators and students, highlighting deficiencies in digital competencies and the urgent need to prepare educators to use technology as a cognitive and collaborative tool.
The study critically analyzes current approaches to digital teacher training, noting a tendency to prioritize technical literacy while neglecting deeper applications of technology, such as problem-solving, critical thinking, and knowledge creation. Through a systematic review of theoretical frameworks, reference models, and training initiatives, the authors identify significant shortcomings in teacher development programs. They argue that a sustainable EdTech model must foster ethical, collaborative, and innovative practices, embedding technology into pedagogical processes to meet the complex learning needs of the 21st century.
To realize this vision, the article proposes a comprehensive framework for EdTech training that bridges the digital divide and equips teachers to integrate technology into their pedagogical strategies. This involves providing tools and approaches that enable educators to design collaborative, critical, and responsible digital learning environments.
The ultimate goal is to empower teachers not just as technology users but as innovation leaders, prepared to educate students who can thrive in a digitally interconnected world.
---
How to cite: Villarroel Henríquez, V., & Stuardo Troncoso, W. (2022). Proposing a Sustainable EdTech. Beyond Powerpointers and Clickerers Teachers at University. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 241–258. https://doi.org/10.5944/ried.25.2.32620
