Este artículo presenta el analisis de las prácticas pedagógicas innovadoras mediadas por TIC, realizadas por los profesores de una institución educativa en Popayán – Cauca, (Colombia). La investigación es cualitativa, de diseño biográfico-narrativo, con alcance descriptivo y desarrollada a traves de entrevistas semiestructuradas aplicadas a tres profesores. Los resultados permiten establecer que los profesores aplican innovación incremental dentro del aula de clase, en función de las necesidades curriculares y la praxis cotidiana, pero no utilizan continuamente herramientas Web 2.0 y Entornos Virtuales de Aprendizaje, para articular el trabajo extra clase; entre las razones de esta situación se tienen los problemas de conectividad, la resistencia al cambio y la escasa gestión educativa institucional.

This article presents the analysis of the innovative pedagogical practies mediated by ICT, carried out by the teachers of an educational institution in Popayán – Cauca, (Colombia). The research is qualitative, with a biographicl – narrative design, with a descriptive scope and developed through semi-structured interviesw applied to three teachers. The results allow establishing that teachers apply incremental innovation within the classroom, depending on the curricular needs and daily practice, buy they do not continuosly use Web 2.0 tools and Virtual Learning Environments, to articulate extra-class work; among the reason from this situation there are connectivity problems, resistance to change and poor institutional educational management.

This article presents the analysis of the innovative pedagogical practies mediated by ICT, carried out by the teachers of an educational institution in Popayán – Cauca, (Colombia). The research is qualitative, with a biographicl – narrative design, with a descriptive scope and developed through semi-structured interviesw applied to three teachers. The results allow establishing that teachers apply incremental innovation within the classroom, depending on the curricular needs and daily practice, buy they do not continuosly use Web 2.0 tools and Virtual Learning Environments, to articulate extra-class work; among the reason from this situation there are connectivity problems, resistance to change and poor institutional educational management.