Innovation in Teaching: From Incorporation to Configuration

Abstract

The incorporation of new artifacts in the classroom was often thought of as automatically promoting innovation in teaching. However, this inclusion did not always entail significant transformations in teaching practices or important qualitative changes in student learning (Litwin, 1995).
The article proposes a series of considerations about innovation in university teaching that derive from the Master's thesis work Consonar: inter-acciones innovadoras para la enseñanza del fenómeno sonoro en dos asignaturas de carreras de grado - Facultad de Ciencias Humanas - UNRC. The conclusions and reflections derived from this experience reveal some key points for considering innovations in university teaching as a singular configuration of resources and strategies with the guiding purpose of fostering comprehension processes.