The technological and technological pedagogical knowledge in science teaching at the university. A descriptive study

Research on the Pedagogical Content Knowledge (PCK) has represented in the last decades a new look to understand how teacher professional knowledge is produced. In recent years, with the emergence of digital technologies, the revision of the PCK is required to incorporate new components that technologies proposed. The study we are presenting deals with knowledge of technology for education and technological pedagogical knowledge of science teachers at the Andalusian universities. The design of the research is descriptive, survey. We created the Inventory of Learning Activities with Technologies at the University, which was answered by 197 university teachers. The results reveal a poor knowledge both on technology and pedagogical methods. The variety of technologies that teachers know is reduced and the learning activities based on technologies are mainly assimilative.