ICT as a learning scenario for today's adolescents

The current era involves multiple transformations that in some way have been modifying ways of being and doing things in the world. Among them, the representations linked to learning -especially schooling- that were generally linked to the specific classroom space, with predictable and regular times...

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Detalles Bibliográficos
Autor principal: Neme, Eliana
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024
Materias:
Adolescence
Information and Communication Technologies
Learning
Adolescencia
Tecnologías de Información y Comunicación
Aprendizaje
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/5407
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-5407
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 Adolescence
Information and Communication Technologies
Learning
Adolescencia
Tecnologías de Información y Comunicación
Aprendizaje
spellingShingle Adolescence
Information and Communication Technologies
Learning
Adolescencia
Tecnologías de Información y Comunicación
Aprendizaje
Neme, Eliana
ICT as a learning scenario for today's adolescents
topic_facet Adolescence
Information and Communication Technologies
Learning
Adolescencia
Tecnologías de Información y Comunicación
Aprendizaje
author Neme, Eliana
author_facet Neme, Eliana
author_sort Neme, Eliana
title ICT as a learning scenario for today's adolescents
title_short ICT as a learning scenario for today's adolescents
title_full ICT as a learning scenario for today's adolescents
title_fullStr ICT as a learning scenario for today's adolescents
title_full_unstemmed ICT as a learning scenario for today's adolescents
title_sort ict as a learning scenario for today's adolescents
description The current era involves multiple transformations that in some way have been modifying ways of being and doing things in the world. Among them, the representations linked to learning -especially schooling- that were generally linked to the specific classroom space, with predictable and regular times, with the presence of technologies used since the inauguration of the school as an institution destined to transmit knowledge: the chalk, the blackboard, the class notebook and that despite everything are still in force. The dizzying changes and the advance of technology generated substantial modifications in the subject's relationship with the objects of knowledge, in the ways of learning and, above all, in the learning scenarios that today alternate between the real (known) and the virtual (deployed on digital devices). In this paper, we will share some reflections obtained from the thesis work entitled "The symbolic production of the adolescent and learning with subjective meaning: opportunities for encounter in secondary school" that was developed from a qualitative perspective and that was proposed as a general objective to analyze the symbolic production of adolescents and its link with the learning processes with subjective meaning in secondary schools in the city of Santiago del Compostela. Estero (Capital). As a result of the inquiries obtained during the empirical approach, interesting approaches related to the relationship of adolescents, information and communication technologies (hereinafter, ICT) and their learning processes emerged, which are considered significant for a psychopedagogical analysis and for their subsequent transfer to educational practices.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2024
url https://revele.uncoma.edu.ar/index.php/psico/article/view/5407
work_keys_str_mv AT nemeeliana ictasalearningscenariofortodaysadolescents
AT nemeeliana lasticcomoescenariodeaprendizajedelosadolescentesactuales
first_indexed 2024-08-12T23:07:23Z
last_indexed 2024-08-12T23:07:23Z
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spelling I22-R128-article-54072024-07-03T16:32:16Z ICT as a learning scenario for today's adolescents Las TIC como escenario de aprendizaje de los adolescentes actuales Neme, Eliana Adolescence Information and Communication Technologies Learning Adolescencia Tecnologías de Información y Comunicación Aprendizaje The current era involves multiple transformations that in some way have been modifying ways of being and doing things in the world. Among them, the representations linked to learning -especially schooling- that were generally linked to the specific classroom space, with predictable and regular times, with the presence of technologies used since the inauguration of the school as an institution destined to transmit knowledge: the chalk, the blackboard, the class notebook and that despite everything are still in force. The dizzying changes and the advance of technology generated substantial modifications in the subject's relationship with the objects of knowledge, in the ways of learning and, above all, in the learning scenarios that today alternate between the real (known) and the virtual (deployed on digital devices). In this paper, we will share some reflections obtained from the thesis work entitled "The symbolic production of the adolescent and learning with subjective meaning: opportunities for encounter in secondary school" that was developed from a qualitative perspective and that was proposed as a general objective to analyze the symbolic production of adolescents and its link with the learning processes with subjective meaning in secondary schools in the city of Santiago del Compostela. Estero (Capital). As a result of the inquiries obtained during the empirical approach, interesting approaches related to the relationship of adolescents, information and communication technologies (hereinafter, ICT) and their learning processes emerged, which are considered significant for a psychopedagogical analysis and for their subsequent transfer to educational practices. La época actual involucra múltiples transformaciones que de alguna manera fueron modificando maneras de ser y de hacer en el mundo. Entre ellas, las representaciones ligadas al aprendizaje -sobre todo al escolarizado- que generalmente se vincularon al espacio áulico concreto, con tiempos previsibles y regulares, con la presencia de tecnologías utilizadas desde la inauguración de la escuela como institución destinada a transmitir el conocimiento: la tiza, el pizarrón, el cuaderno de clase y que pese a todo siguen vigentes. Los cambios vertiginosos y el avance de la tecnología generaron modificaciones sustanciales en la vinculación del sujeto con los objetos de conocimiento, en los modos de aprender y sobre todo en los escenarios de aprendizaje que hoy alternan entre lo real (conocido) y lo virtual (desplegado en los dispositivos digitales). En el presente escrito se compartirán algunas reflexiones obtenidas del trabajo de tesis titulado “La producción simbólica del adolescente y el aprendizaje con sentido subjetivo: oportunidades de encuentro en la escuela secundaria” que se desarrolló desde una perspectiva cualitativa y que se planteó como objetivo general analizar la producción simbólica de los adolescentes y su vinculación con los procesos de aprendizaje con sentido subjetivo en escuelas secundarias de la ciudad de Santiago del Estero (Capital). Producto de las indagaciones obtenidas durante el abordaje empírico surgieron interesantes aproximaciones vinculadas a la relación de los adolescentes, las tecnologías de la información y la comunicación (en adelante, TIC) y sus procesos de aprendizaje que se consideran significativas para un análisis psicopedagógico y para su posterior transferencia a las prácticas educativas. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2024-06-30 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/5407 Pilquen Magazine. Psychopedagogy Section; Vol. 21 No. 1 (2024): Revista Pilquen. Sección Psicopedagogía; 1-17 Revista Pilquen. Sección Psicopedagogía; Vol. 21 Núm. 1 (2024): Revista Pilquen. Sección Psicopedagogía; 1-17 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/5407/62322 Derechos de autor 2024 Revista Pilquen. Sección Psicopedagogía http://creativecommons.org/licenses/by-nc-nd/4.0

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