Analysis of teaching jargon on educative technologies context. An approach from the documentary review
DOI:
https://doi.org/10.34069/RA/2025.15.05Keywords:
Jargon, teacher, documentary analysis, teaching, educational technologiesAbstract
Teachers' jargon is in a constant state of flux. Words come and go in their way of communicating. This article aims to explore the changes and annexes in the dialectal corpus that have occurred in the way primary school teachers express themselves in the context of the integration of educational technologies. To this end, six virtual classes recorded between 2020 and 2023 were analyzed. Each of these classes corresponds to each primary school level, from first to fifth grade, and a preschool class is also included. In this order of ideas, the objective is to analyze the changes in the teaching jargon from the integration of educational technologies and from a documentary perspective based on virtual classes.
As a methodology, a documentary review of audiovisual material recorded between 2020 and 2023 and that responds to each level of primary and preschool was established, for this purpose an observation and analysis matrix was built and validated by six experts in communication and education attached to universities in the city of Bogota. As a result, we reflect on the corpus of new words used by teachers in the teaching process through the screens and how they affect the pedagogical processes carried out in the educational context.
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Copyright (c) 2025 Walter Leonardo Martínez Ruiz, Zully Alejandra Cubides Guzmán
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