Didactic knowledge of content mediated by technologies. A case study

Abstract

This study is about the forms of pedagogical intervention of university teachers through technological devices and analyzes a hypermedia and interactive educational material developed by a teacher from the Faculty of Economic Sciences of the National University of Córdoba -Argentina. Our study shows the analysis strategies used in the construction of information. We describe the teacher and the technological environment that is proposed to her students and we identify the technological mediations of the Didactic Content Knowledge (CDK). The study shows how the technological mediations that take place in the CDK are delimited by a set of visual, textual and sound narratives that make up a multimodal proposal that articulates analogies, exemplifications, didactic interrogation, explicitation of the expert’s thinking, anticipation and recapitulation of contents and terminological rigor.