REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES

COVID-19 has misaligned the models of life we were used to. This health crisis highlighted the need to rethink a project that has life and education in particular at the center: we are all interdependent. We propose to address the teaching practice in these times of pandemic. To think about a didact...

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Autor principal: Aboslaiman, Lucrecia
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Derecho 2023
Materias:
Práctica docente
Relación dialógica
Uso de tecnologías
Teaching practice
Dialogical relationship
Use of technologies
Acceso en línea:https://revistas.unc.edu.ar/index.php/refade/article/view/43035
Aporte de:
Revista de la Facultad de Derecho de Universidad Nacional de Córdoba
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spelling I10-R353-article-430352024-07-02T17:55:05Z REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES REFLEXIONES EN TORNO A LA PRÁCTICA DOCENTE EN LOS TIEMPOS DE PANDEMIA: LA RELACIÓN PEDAGÓGICA MEDIADA POR TECNOLOGÍAS Aboslaiman, Lucrecia Práctica docente Relación dialógica Uso de tecnologías Teaching practice Dialogical relationship Use of technologies COVID-19 has misaligned the models of life we were used to. This health crisis highlighted the need to rethink a project that has life and education in particular at the center: we are all interdependent. We propose to address the teaching practice in these times of pandemic. To think about a didactic proposal crossed by technology, we must start from the fact that there are new settings, spaces, the classroom is not the same and that the temporal dimension has also changed. An educational proposal is much more than a didactic proposal. It is constituted with pedagogical, cultural, political, sociological, economic, tech-nological aspects, etc. Technologies go through and modify societies; but they cannot per se solve the problem of the social distribution of knowledge, but webelieve that integrating them critically into university education enhances the training possibilities and constitutes an important factor for their appropriation and the reduction of the digital divide. Learning with technologies offers different cognitive opportunities than those generated by learning without them. El COVID-19 ha desajustado los modelos de vida a los que estábamos acostumbrados. Esta crisis sanitaria puso en evidencia la necesidad de repensar un proyecto que tenga a la vida y en particular a la educación en el centro: todos somos interdependientes. Nos proponemos abordar la práctica docente en estos tiempos de pandemia. Para pensar en una propuesta didáctica atravesada por la tecnología, debemos partir que hay nuevos escenarios, espacios, el aula no es la misma y que la dimensión temporal también ha cambiado. Una propuesta educativa es mucho más que una propuesta didáctica. Se constituye con aspectos pedagógicos, culturales, políticos, sociológicos, económicos, tecnológicos, etc. Las tecnologías atraviesan y modifican a las sociedades; no pueden per se resolver el problema de la distribución social del conocimiento, pero creemos que integrarlas críticamente a la educación universitaria potencia las posibilidades formativas y se constituye como un factor importante para la apropiación de las mismas y la reducción de la brecha digital. Aprender con tecnologías ofrece oportunidades cognitivas diferentes a las que se generan al aprender sin ellas. Facultad de Derecho 2023-11-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/refade/article/view/43035 10.31054/2314.3061.v12.n2.43035 Revista de la Facultad de Derecho; Vol. 12 Núm. 2 (2021): NUEVA SERIE II; 261-270 2314-3061 1850-9371 spa https://revistas.unc.edu.ar/index.php/refade/article/view/43035/43020 Derechos de autor 2023 Facultad de Derecho. Universidad Nacional de Córdoba http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-353
container_title_str Revista de la Facultad de Derecho
language Español
format Artículo revista
topic Práctica docente
Relación dialógica
Uso de tecnologías
Teaching practice
Dialogical relationship
Use of technologies
spellingShingle Práctica docente
Relación dialógica
Uso de tecnologías
Teaching practice
Dialogical relationship
Use of technologies
Aboslaiman, Lucrecia
REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES
topic_facet Práctica docente
Relación dialógica
Uso de tecnologías
Teaching practice
Dialogical relationship
Use of technologies
author Aboslaiman, Lucrecia
author_facet Aboslaiman, Lucrecia
author_sort Aboslaiman, Lucrecia
title REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES
title_short REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES
title_full REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES
title_fullStr REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES
title_full_unstemmed REFLECTIONS ON TEACHING PRACTICE IN TIMES OF PANDEMIC: THE PEDAGOGICAL RELATIONSHIP MEDIATED BY TECHNOLOGIES
title_sort reflections on teaching practice in times of pandemic: the pedagogical relationship mediated by technologies
description COVID-19 has misaligned the models of life we were used to. This health crisis highlighted the need to rethink a project that has life and education in particular at the center: we are all interdependent. We propose to address the teaching practice in these times of pandemic. To think about a didactic proposal crossed by technology, we must start from the fact that there are new settings, spaces, the classroom is not the same and that the temporal dimension has also changed. An educational proposal is much more than a didactic proposal. It is constituted with pedagogical, cultural, political, sociological, economic, tech-nological aspects, etc. Technologies go through and modify societies; but they cannot per se solve the problem of the social distribution of knowledge, but webelieve that integrating them critically into university education enhances the training possibilities and constitutes an important factor for their appropriation and the reduction of the digital divide. Learning with technologies offers different cognitive opportunities than those generated by learning without them.
publisher Facultad de Derecho
publishDate 2023
url https://revistas.unc.edu.ar/index.php/refade/article/view/43035
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first_indexed 2024-09-03T22:19:00Z
last_indexed 2024-09-03T22:19:00Z
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