The relationship between society and technology We consider, in principle, in the history of mankind, man always incorporated different technological advances and became friends with them.
To understand the true magnitude of the network society and to establish relationships between technology and social use, let us understand the technology as "the use of scientific knowledge to specify ways of doing things in a reproducible manner." [1]
Undeniably, any element that is unknown, the man shows with each new tool, rejection, denial or distrust. But the user (that primitive man as the XXI century) is the one who gives meaning to the technology, making it practical, appropriating its use (sometimes very far from utopian concepts and their creators) and understanding what it is, why and how to use, always within a specific context that makes the user part of a process generating a whole new ecology of ideas.
However, technological convergence, defined as the triad of digitization, computers and telecommunications, opens the way to the so-called "new technologies of information and communication" and broadens the notion of relationship between technological and social processes.
In this regard, the Internet is currently the material and technological base of the "Network Society "And is presented as the infrastructure that enables the development of new forms of social relationship.
Speaking of concepts such as networking, cooperation and communication not just referring to the current condition, but are central to social life since its inception.
McLuhan said that every new medium transforms our ways of thinking and communicating.
And Web 2.0 came
In the last 3 years there is a new term: Web 2.0 and with it a new practice in the use of Internet applications that are not limited to the notion use of a tool, but is configured as a new way of acting on the digital network, which remains a simple showcase of multimedia content to become an open platform, built on an architecture based on user participation .
Expressions such as blogs, wikis, folksonomy, tags, rss, widget ... and many others, begin to be part of the current vocabulary. And those who have been "users" of Internet, seeking information and communicating via email, soon we were surprised to be able to condense our "favorites" on del.icio.us, sharing photos, music and videos with friends and known igoogle news to position ... all without the need to store large volumes of information on the hard drive of your PC and access them from anywhere. But even more amazed when we can create a blog with lots of items (without being designers or web developers), then turn our ideas, thoughts, preferences, and share with others, get their values \u200b\u200band beginning to build this new social fabric, should be clarified, not invent the collaboration between people from their applications, but begins to offer endless possibilities to facilitate the exchange and cooperation between individuals.
Jorge Luis Borges wrote: "... The Garden of Forking Paths is an incomplete picture, but not false, of the universe as conceived Pên Tsui. Unlike Newton and Schopenhauer, your ancestor did not believe in a uniform, absolute. Believed in an infinite series of times, in a growing, dizzying net of divergent, convergent and parallel. This network of times which approached one another, forked, broke off, or ignored for centuries, embraces all possibilities. "
could ensure that this new experience is like along this" Garden of Forking Paths " imagined by Borges. A garden with diverse futures and times that intersect and weave the social network from which they derive six big ideas that Paul Anderson [2] analyzed to reach a wider and more real understanding of the role of Web 2.0 and its impact on education.
These ideas are based on concepts originally outlined by Tim O'Reilly in his letter "What is Web 2.0?" And they are:
1 - Individual production and user-generated content.
2 - Harnessing the Power gives the masses.
3 - Data on an epic scale.
4 - Architecture of participation.
5 - Effects of the Network
6 - Opening.
The fact is in sight and this article which is part of a task of the Diploma, he shows how we generate content (single output) and interacting with others in this space, build new knowledge.
course simply "hang" a Web content is not synonymous with development and production of knowledge. You have to validate, criticize, confront (harnessing the power of the masses)
To achieve this production, we read and compared various texts and we have even looked for other (data on an epic scale) and to share, we have created a "blogfolio" learning to use the resources we offer "Blogger," making him a personal touch that shows how we are, our likes, links, ideologies ... (architecture of participation)
But not all students had the same opportunities, the same background, same connection speed bandwidth and therefore many of us may have experienced frustration when using the structure (network effects)
remember that while these tools do not themselves produce changes in society, economic circumstances, political, ethical and philosophical which are used and developed, open or close different cultural and social opportunities. The We could look through the comments in the forums ...
So can we say that the use of these Web 2.0 applications has made us more competent?
Unquestionably, no.
What has enabled our production has been the contextualization of these applications in a situation of teaching and learning with clear objectives and instances which enable group reflection let us not be blinded by them because, beyond its potential for dialogue and collective construction of meaning, have some setbacks.
Castells notes an aspect that can serve as a conclusion: "It is the ability educational and cultural benefit to using the Internet. That is, we speak of learning to differentiate between knowledge that is encoded in the network, and the skills to manage it. The difference between access to information and access to knowledge. This is an issue whose consequences are directly linked to the sensitivity of governments to prepare their citizens in the acceptance of new technologies of information and communication. " [3]
therefore if we understand the Internet as a "common good" is urgent to train digital citizens with rights and obligations, can not adapt to technology but to modify and recreate them after use, giving them meaning.
is where our commitment as educators takes on special importance because equal opportunities and rights, social responsibility and discretion are concepts that we take into account when thinking about education using the possibilities offered by Internet and architecture of participation through the use of the software group.
[1] making Manuel Castells Harvey Brooks and Daniel Bell, [Castells 1997:56]
[2] http://www.eduteka.org / Web20Ideas.php
[3] Juan de Pablos Pons "Educational technology in the context of the information society" Universidad de Sevilla
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