Teacher jargon in the teaching process. A view from educational technologie)
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Educational technologies are tools that have contributed to the teaching processes carried out by teachers with their students. Their implementation has led to changes in the jargon that educators use to communicate in the school context. This article aims to determine the impact of educational technologies on the configuration of jargon in the teaching processes of primary school teachers at the Chiloé Educational Institution in the municipality of Soacha, Cundinamarca. To this end, ten semi-structured interviews were conducted with teachers from preschool to fifth grade, who live in the municipality of Soacha and the city of Bogotá and are between the ages of 35 and 58. The data collected with this methodological tool were analyzed in order to respond to the research objective. The methodology established is the analysis of recurring factors in the data collected from the interviews. To this end, an analysis matrix was constructed and validated by six experts in communication and education affiliated with universities in the cities of Soacha and Bogotá. Similarly, and as a result, we reflect on the impact that educational technologies have had on the jargon created by teachers and how this affects their teaching processes with students.
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