Developing Technology to Teach the Use of Technological Systems: Concepts are More Important Than Interfaces

Objective: This study investigates how teaching mediated by technological platforms can contribute to professional training focused on concepts rather than the particularities of business management support systems. Theoretical Framework: Collaborative hybrid teaching mediated by the DidáticoVirtual platform to support education. Method: The approach to the content of the Information Systems disciplines of the Technology in Commercial Management course was developed by applying the hybrid teaching methodology on a collaborative platform created by the teacher, guided by the following objective: students must develop sufficient autonomy to recognize problems, reflect about possibilities and proposing solutions, even if they do not have the resources available to do so within the educational environment. Whenever possible and available the use of a cloud computing solution by students, it was decided to develop instructional tutorials so that this use could be made, facilitating the understanding of the concepts and their retention. Assessments are made up of carrying out activities throughout the semester, in which the execution of the total of activities makes up three points out of a total of ten of the assessment average, regardless of the correct answer, and the remaining seven points are the result of the assessment of the skills developed in training. Results and Discussion: The evaluation objective is to contextualize the understanding of the topics covered in the classroom by students to clarify topics that may not have been understood and to offer freedom so that they are not afraid of making mistakes in their approaches, with adherence to these activities being high – close to 100%. The most important result was high-class adherence based on the student's motivation to participate and present their results, points of view, doubts, and experiences. The continuous process of developing skills and competencies also allowed efforts to be concentrated on understanding the topics based on the difficulties identified throughout the academic period, from the beginning of classes and not just during assessment moments. Research Implications: By encouraging the exchange of students' professional experiences, enabling them to reflect on their professional practices, and using them to contextualize the content to be taught, the results of understanding, development of protagonism, and proactivity in carrying out activities were superior to those previously obtained with the traditional lecture format. Originality/Value: Encouraging students to lead in building their knowledge based on their experiences contributes not only to increasing interest in the theoretical content presented but mainly to consolidate their understanding of the theoretical concepts taught in the classroom. The use of hybrid teaching to achieve this objective is important because it allows students to have first contact with the items discussed in class and prepare for this discussion based on autonomous reflections on their personal and professional daily lives according to their convenience and availability. of time.