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Results show positive associations with course year, participants’ sex, and participants’ work stage, while knowledge area is not determinative. 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Analysis of the Variables Influencing the Selection of Active Methodologies  \nMelchor Gómez-García 1*  \n 0000-0003-3453-218X  \nRoberto Soto-Varela 2  \n 0000-0003-2105-5580  \nMoussa Boumadan 1  \n 0000-0003-3334-1007  \nCésar Poyatos-Dorado 1  \n 0000-0003-0631-5102  \n1 Pedagogy, Autonomous University of Madrid, Madrid, SPAIN  \n2 Segovia Faculty of Education, University of Valladolid, Valladolid, SPAIN  \n* Corresponding author: [melchor.gomez@uam.es](melchor.gomez@uam.es)  \nCitation: Gómez-García, M., Soto-Varela, R., Boumadan, M., & Poyatos-Dorado, C. (2022) . An Analysis of the Variables Influencing the Selection of Active Methodologies. Contemporary Educational Technology, 14(4), ep389 .  \n[https://doi.org/10.30935/cedtech/12462](https://doi.org/10.30935/cedtech/12462)  \nARTICLE INFO ABSTRACT  \n\n| Received: 29 May 2022\u003Cbr>Accepted: 22 Aug 2022 | Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.\u003Cbr>Keywords: methodology, ICT, didactic sequence, teachers |\n| --- | --- |\n| INTRODUCTION |  |\n\nIn recent years, schools have decided to incorporate new technologies into teaching practices in order to modernize teaching methods, advocating active learning methodologies such as flipped classroom, projectbased learning (PBL), and gamification (Area & Adell, 2021) . The pandemic originated by COVID-19 transformed teaching from models based on the transmissive conception of training and face-to-face to a situation mediated by information and communication technologies (ICT) (Cabero-Almenara & LlorenteCejudo, 2020) . This change implies the acceleration of trends and methodologies that were to be developed in the near future. The learning resulting from the pandemic entails the transformation of the social and academic imaginary of the educational sectors on virtual training, in which the beliefs of pre-service teachers play a fundamental role in the implementation of new digital tools (Cabero-Almenara & Valencia, 2020) .  \nIn the post-COVID-19 era, it is necessary to advocate for an approach to new technologies that encourage divergent, practical, and applied problem-solving thinking on the part of students, which requires the  \nimplementation of these active methodologies in order to promote cross-cutting and integrated learning spaces (Aguaded et al., 2021) . Competence area 5, problem solving, included in the common framework for digital competence in teaching (INTEF, 2022, p. 66) contemplates the use of active methodologies based on the use of ICT, changing the roles of educational agents both in the center and in the classroom, which contributes to the development of the digital competence of pre-service teachers. Digital competence levels of teachers in Spain are at intermediate levels in terms","cbCaiimTBInKXJft","https://ap.wps.com/l/cbCaiimTBInKXJft","pdf",285517,11,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main objective of this study?\",\"answer\":\"To analyze the variables that influence the selection of active methodologies mediated by ICT for designing a digital didactic sequence.\"},{\"question\":\"How were teachers involved in the research process?\",\"answer\":\"Teachers participated in a training experience where they built a digital didactic proposal and selected an active methodology using a reflective dynamic based on objective criteria.\"},{\"question\":\"Which factors were found to be positively associated with the chosen methodology?\",\"answer\":\"The year the course was taken, the sex of the participants, and the stage where participants work were positively associated with the chosen methodology.\"}]","An Analysis of the Variables Influencing the Selection of Active Methodologies | PDF",1792090180,28]