INVOLVEMENT OF THE TEACHER IN TECHNOLOGY-MEDIATED EDUCATIONAL ENVIRONMENTS

The presence of information and communication technologies in educational institutions of higher learning made forms of access to knowledge to be modified, the institutions offer different training alternatives and teachers and learners get involved by playing diverse roles that seem to depend on the educational context or setting, impacting on the performance of the players in the teaching-learning process. In this sense, the purpose of writing this article is to introduce, from a systemic approach, how the involvement of teachers in technology-mediated educational environments has been. The epistemological foundation of this paper is the General Systems Theory through the Systems Approach. Research was conducted under a paradigm of mixed research (quantitative and qualitative). In the quantitative stage, actions that describe the involvement of teachers in the atmosphere were identified, due to the relevance of these data we proceeded to a qualitative phase in which we delved into the information obtained and qualified the data, explaining their whys. Research was addressed from a theoretical approach and the need to fully observe the phenomenon of involvement of the teacher in technology-mediated educational environments was determined, the results indicate that involvement includes cognitive, attitudinal, educational and communication issues, the technological factors mark the educational actions but their beliefs, availability and digital skills outweigh them. For teachers, this type of environment is a way to make educational processes flexible, although they give more importance to presenciality.