Digital Technologies As A Medium Or Mediation: A Review From Pedagogical Content Knowledge

Abstract

The COVID-19 pandemic forced participants in traditional educational systems to interact in a "digitally mediated face-to-face" manner. This research aims to review reports in Spanish, English, and Portuguese published in indexed journals in recognized databases over the last six years that account for incorporating digital technologies as a medium or mediation. The research is bibliographic, using the bibliographic information mapping method. The "a priori" categories correspond to Pedagogical Content Knowledge. Using the search engines of the databases, documents that met the criteria were selected: documents published in the last six years, incorporating technology or natural sciences (physics, chemistry, biology, or mathematics) at any educational level, and written in Spanish, English, or Portuguese.

In the initial search, we found 247 documents. After reviewing their relevance to the research objective, we identified 69 articles (31 in Spanish, 12 in Portuguese, and 26 in English) that met the search criteria. We classified these articles and selected 5 of them for a meta-analysis. In conclusion, we identify that teacher trainees should consider digital technologies throughout their training process to transition from being a medium to becoming mediation.