Through the course of the module, we have analyzed the vicissitudes and challenges of the call Society information. A revolutionary process (a mode of development) in which the technologies are geared not only towards the development of new products but mainly to new production processes. It is at this stage where the social subjects, especially in the last 15 years, we experience changes not only in the forms of relationship, but in sharing personal experiences and daily activities.
Personally, moving from the city of Miramar to the city of Neuquén, laid on their packaging a decline in access to technology, a chance to leave behind and applications to start again from scratch.
In Miramar had been my Commodore 64C, materials, programming in Basic, and Logo RPGII, telephone, color TV, VCR, the local arcades, the space of communication to your fingertips. The Neuquén was coming to the Master Gardener, with enthusiasm, traveling 15 km daily to meet their students. The daughter who was communicating with parents via cassette recordings that came on the bus once a month. The woman looked when I got home the only TV channel in a large black and white device was left of a wildcard.
clear as soon as example to understand the processes of social appropriation of technologies include four logical, technical, commercial, social and cultural. And that the digital gap, far from being a cause, are a consequence of socio-economic and spatial (in the geographical sense) of individuals.
My financial situation was changing, but while he missed those uses and benefits of technology, I was adapting to living without them and even led me to incorporate a denial again ... The teacher had used mimeograph machine and then Photocopying , argued that the material for children was more beautiful hand-drawn and colored ...
But suddenly, an event that changed the course: my best friend moved to Canada. And need to communicate with her led me to buy my first Pentium II and connect to the Internet with all the fear that it caused me.
As stated Pons: "... understanding of the media phenomenon as a whole, and people need to adapt to new requirements of the Information Society, is a major factor to adapt, not only to technology but to the characteristics of the new reality in which we live. "
That's ... And I realized I was adapting to the characteristics of the new reality. So much so that in 6 years not only kept me "close" to my friend but that was part of the Red Escolar in Mexico and e-trainer, I completed my BS in Computer Education from my home in Buenos Aires UNLa, I changed my cell five times, I bought my Notebook and I see every day on the webcam with my father who is a 1000 km and my only brother who lives 2000 miles from my house.
go mad if I'm traveling and I lose signal on the phone, I feel that no good when electricity cut off and I suffer when my son comes from his elementary school and observe its contents linear, fragmentary, decontextualized.
Transformations ... Need Motivation ... ...
What about school? How are recognized in the schools these transformations?
is clear that the Information Society brings pressures and demands in each of the educational actors.
The teaching role has diversified and more complex.
Students "digital natives? participate daily in different areas of knowledge and build also multiple identities. Therefore require the guidance of an adult to stop being just "spectators" or "consumers" and users training as critical, selective and producers of new knowledge.
The teaching role has diversified and more complex.
Students "digital natives? participate daily in different areas of knowledge and build also multiple identities. Therefore require the guidance of an adult to stop being just "spectators" or "consumers" and users training as critical, selective and producers of new knowledge.
Remembering that: "What characterizes the current technological revolution is not the centrality of knowledge and information, but the application of that knowledge and information to knowledge generation and processing devices / communication information in a cumulative feedback loop that exists between innovation and the uses of innovation " (Castells), then we can not sustain a school environment with an area of \u200b\u200blaw itself, requires innovation, the change in pedagogy and methods of education professionals willing to set a new school. In short, a change of attitude and look to the demands of children and young people need to understand the complex reality in which they live.
course nothing should be imposed, it is necessary to feel the "need" to know the "possibilities" and gain "confidence."
And in this sense, the state bodies of government administration are critical, because without education policies to "encompass" all sectors and provide training and training required by teachers will be achieved only isolated actions of these teachers and teachers who are willing or able to innovate; considering innovation as "a set of initiatives that lead to professionals to think in new ways in the way they do their homework. It is not ambitious management concept in the sense that the coming changes are radical innovation or total, but those new ways of doing things can lead to beneficial change, although not succeed or last long . However, provide value to rethink teaching and learning. " (Landow)
And in this sense, the state bodies of government administration are critical, because without education policies to "encompass" all sectors and provide training and training required by teachers will be achieved only isolated actions of these teachers and teachers who are willing or able to innovate; considering innovation as "a set of initiatives that lead to professionals to think in new ways in the way they do their homework. It is not ambitious management concept in the sense that the coming changes are radical innovation or total, but those new ways of doing things can lead to beneficial change, although not succeed or last long . However, provide value to rethink teaching and learning. " (Landow)
Keep in mind that the "digital gap" does not end with the provision of infrastructure and Internet connectivity in schools. It requires a slow but steady and deep, because once the technology has entered the educational institutions, may be the oldest division in the history of education. Not sufficient technological capabilities but is essential (as expressed by Castells) mental capacity and education.
And finally, a reflection of Dr. Edith Litwin inviting us to continue along the road ...
"... In our profession to educate are our stories as teachers and as students. We are naive to pretend that incurable, despite all circumstances, our students learn. The candor with which you hold is not in bad faith or deception and is based on the ambition to achieve proper performance practice. In this stubbornness, sometimes, we are fascinated by the tools that appear to pave the way or ignored and despised because we seem to teach themselves. This is how we use because we fail, we use them because they generate wonderful insights, we use for discipline, we use them because we are moved to meet with the others, because we remember other uses with nostalgia or because they dream of wonderful uses. Use, however, in all cases, means accepting the challenges of society transferring our personal use. It is in this tiny moment you begin to use them as builders of humanity. "
Edith Litwin - roads, bridges and shortcuts: the place of technology in education - II Latin American Congress of Argentina
EducaRed
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