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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2024
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/5407 |
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| Sumario: | 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. |
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