Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools

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This article shares the results of a case study that analyses student learning modalities when using information and communication technologies (ICT) in the context of primary school. The theoretical references assumed in the study respond to psycho-pedagogical conceptualisations that recover the co...

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Autor principal: Fernández, María Luján
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024
Materias:
Learning modalities
Thinking authorship
ICT
Students
Modalidades de aprendizaje
Autoría de pensamiento
TIC
Alumnos
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/5166
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-5166
record_format ojs
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Learning modalities
Thinking authorship
ICT
Students
Modalidades de aprendizaje
Autoría de pensamiento
TIC
Alumnos
spellingShingle Learning modalities
Thinking authorship
ICT
Students
Modalidades de aprendizaje
Autoría de pensamiento
TIC
Alumnos
Fernández, María Luján
Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools
topic_facet Learning modalities
Thinking authorship
ICT
Students
Modalidades de aprendizaje
Autoría de pensamiento
TIC
Alumnos
author Fernández, María Luján
author_facet Fernández, María Luján
author_sort Fernández, María Luján
title Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools
title_short Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools
title_full Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools
title_fullStr Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools
title_full_unstemmed Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools
title_sort healthy learning modalities and thought authorship: a case study in the use of icts in schools
description This article shares the results of a case study that analyses student learning modalities when using information and communication technologies (ICT) in the context of primary school. The theoretical references assumed in the study respond to psycho-pedagogical conceptualisations that recover the constructive processes of learning and appeal to the concept of learning modalities formulated by the Argentine psychopedagogue Alicia Fernández for its fertility in analysing how the learning subjects are linked to knowledge. As a significant result, learning situations are identified in which ICT are used in which the student is active, explores, manipulates, creates and plays; they can appropriate knowledge in such a way that their knowledge is enriched and learning is encouraged. And in this, the teaching function assumed by the school's teaching staff and the technological device, which offer various objects of knowledge including the use of ICT, becomes important. All of this favours healthy learning modalities in favour of thought authorship. This analysis allows new readings on learning situations when ICTs are used and is of current interest given the relevance acquired in the subjective constitution of the learning subject by the incidence of tele-technological media, which has long been part of the culture's discomforts, imprinting desubjectivising modes of relationship that cannot be alien to the psychopedagogical reading with an epistemological perspective.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2024
url https://revele.uncoma.edu.ar/index.php/psico/article/view/5166
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first_indexed 2024-08-12T23:07:16Z
last_indexed 2024-08-12T23:07:16Z
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spelling I22-R128-article-51662024-01-05T12:15:28Z Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools Modalidades de aprendizaje saludables y autoría del pensamiento: estudio de caso en el uso de las TIC en la escuela Fernández, María Luján Learning modalities Thinking authorship ICT Students Modalidades de aprendizaje Autoría de pensamiento TIC Alumnos This article shares the results of a case study that analyses student learning modalities when using information and communication technologies (ICT) in the context of primary school. The theoretical references assumed in the study respond to psycho-pedagogical conceptualisations that recover the constructive processes of learning and appeal to the concept of learning modalities formulated by the Argentine psychopedagogue Alicia Fernández for its fertility in analysing how the learning subjects are linked to knowledge. As a significant result, learning situations are identified in which ICT are used in which the student is active, explores, manipulates, creates and plays; they can appropriate knowledge in such a way that their knowledge is enriched and learning is encouraged. And in this, the teaching function assumed by the school's teaching staff and the technological device, which offer various objects of knowledge including the use of ICT, becomes important. All of this favours healthy learning modalities in favour of thought authorship. This analysis allows new readings on learning situations when ICTs are used and is of current interest given the relevance acquired in the subjective constitution of the learning subject by the incidence of tele-technological media, which has long been part of the culture's discomforts, imprinting desubjectivising modes of relationship that cannot be alien to the psychopedagogical reading with an epistemological perspective. En el presente artículo se comparten los resultados de un estudio de caso que analiza las modalidades de aprendizaje del alumno al usar las tecnologías de la información y la comunicación (TIC) en el contexto de la escuela primaria común. Las referencias teóricas asumidas en el estudio responden a conceptualizaciones psicopedagógicas que recuperan los procesos constructivos de los aprendizajes y se apela al concepto de modalidades de aprendizaje formulado por la psicopedagoga argentina Alicia Fernández por su fertilidad para analizar cómo los sujetos aprendientes se vinculan con el conocimiento. Como resultado significativo se identifican situaciones de aprendizaje en las que se usan las TIC y el alumno se muestra activo, explora, manipula, crea y juega; puede apropiarse del conocimiento de manera tal que sus saberes se enriquecen propiciando el aprender. En esto cobra importancia la función de enseñante que asumen los sujetos enseñantes de la escuela y el dispositivo tecnológico, que ofertan diversos objetos de conocimientos incluyendo las TIC. Todo ello propicia modalidades de aprendizaje saludables a favor de autorías de pensamiento. Este análisis permite nuevas lecturas sobre las situaciones de aprendizaje cuando se usan las TIC y cobra interés en la actualidad dada la relevancia que adquiere en la constitución subjetiva del sujeto aprendiente la incidencia de lo teletecnomediático, que desde hace tiempo forma parte de malestares de la cultura imprimiendo modos de relación desubjetivantes que no pueden ser ajenos a la lectura psicopedagógica con perspectiva epistemológica. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024-01-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/5166 Pilquen Magazine. Psychopedagogy Section; Vol. 20 No. 2 (2023): Revista Pilquen. Sección Psicopedagogía; 46-66 Revista Pilquen. Sección Psicopedagogía; Vol. 20 Núm. 2 (2023): Revista Pilquen. Sección Psicopedagogía; 46-66 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/5166/62114 Derechos de autor 2023 Revista Pilquen. Sección Psicopedagogía http://creativecommons.org/licenses/by-nc-nd/4.0

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