The research on the pedagogical knowledge of teachers in technological education arises from the need to address the problem of pedagogical practices, which are traditional. The classes are at the graduate level, focusing on lecturing the student while the student remains with a passive attitude. It is believed that making explicit that teachers' pedagogical knowledge will allow reflection and awareness, thereby transforming pedagogical practices. Therefore, the objective is to understand the teachers’ constructions on pedagogical knowledge in technology programs in Plant Operations and Industrial Instrumentation of the Faculty of Engineering in order to reconstruct it theoretically, as well as identify its characteristics and trace action routes for teacher training. In this way, it allows education to be accessible to low-income and resource-poor populations, whose purpose is to strengthen the productivity and competitiveness of the economy through the training of human talent according to the needs of the working sector in a unique context. This research uses grounded theory as a methodological tool for data processing. In this sense, data collection procedures such as in-depth interviews were conducted with 16 teachers and seven of them were related to the industry. Whereas, 9 were linked to the teaching(educational) sector including elementary, high school and college level. The results showed differentiated, and socially constructed pedagogical knowledge that responds to teachers’ nature in a particular context. These results contribute to consolidate a broad vision about the pedagogical knowledge’s characteristics that the teacher builds.

There are studies in the learning management literature examining the measure of system usage, but few explore how users apply the software tools to achieve specific work tasks, which in turn leads to perceived benefits. In the context of distance education, this study focuses on how Learning Management Systems (LMS) are fully used by faculty for their instructional needs. It extends existing research on LMS adoption by investigating how faculty members or instructors use the LMS tools for effective class teaching to achieve educational outcomes. Four usage patterns were identified: communication, content management, assessment, and class management. A model is presented to examine how these usage patterns interplay to achieve the perceived benefits. Data were collected from 544 instructors using LMS, such as Blackboard Learn, etc. Structural equation modeling using LISREL was employed to assess the research model. The results suggest that the usage for communication, content, and assessment activities positively impacts the usage for class management. In turn, the usage for class management influences the net benefits perceived by the instructors, and the usage for content also impacts perceived net benefits directly. These results provide practical guidelines for LMS developers’ design improvements and institutions’ policies, such as training instructors to fully utilize LMS features to achieve the maximum benefits of distance education.