Education and new technologies. Current reflections about its social and conceptual contexts
The issue 36 of RHELA addresses the relationship between education and new technologies from three dimensions: first, it describes the aspects of conceptual and programmatic frames from the Organization for Economic Co-operation and Development (OECD) and the Sustainable Development Goals (SDG) adop...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/13135 |
| _version_ | 1801706223187263488 |
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| author | Molina, Jose Yen Chang, Chun- |
| author_facet | Molina, Jose Yen Chang, Chun- |
| author_sort | Molina, Jose |
| collection | OJS |
| description | The issue 36 of RHELA addresses the relationship between education and new technologies from three dimensions: first, it describes the aspects of conceptual and programmatic frames from the Organization for Economic Co-operation and Development (OECD) and the Sustainable Development Goals (SDG) adopted by the United Nations. This would propose new modalities in the creation of transnational knowledge spaces, featured by the leadership of socially relevant academic research communities oriented towards scientific practices. Second, the relationship between education and new technologies is being oriented mainly by social, cultural and pedagogical matters. Their focus being learning practices, given that technologies are a conceptual, pragmatic, and institutional subject. Third, the frame concepts of policies and the use of devices present two ways of reflecting upon this constitutive relationship of pedagogy, education, and discourses about learning. The term “new” technologies emphasize the importance of rethinking this teacher education dimension. New experiences fostered by information and communication technologies lead us to appreciate the changes in students' study practices and experiences, as well as in their interests and new forms of expression.
Academic and research communities from Colombia, Argentina, Cuba, Chile, Nicaragua, Guatemala, Perú, Spain, Republic of China (Taiwan), Indonesia and Vietnamtook part in the preparation and presentation of this issue of RHELA. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-13135 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2021 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-131352023-09-06T20:33:34Z Education and new technologies. Current reflections about its social and conceptual contexts Educación y nuevas tecnologías: Reflexiones actuales sobre sus contextos sociales y conceptuales Educação e novas tecnologias: Reflexões actuais sobre os seus contextos sociais e conceptuais. Molina, Jose Yen Chang, Chun- Education;new technologies Educación;nuevas tecnologías Educação; novas tecnologias The issue 36 of RHELA addresses the relationship between education and new technologies from three dimensions: first, it describes the aspects of conceptual and programmatic frames from the Organization for Economic Co-operation and Development (OECD) and the Sustainable Development Goals (SDG) adopted by the United Nations. This would propose new modalities in the creation of transnational knowledge spaces, featured by the leadership of socially relevant academic research communities oriented towards scientific practices. Second, the relationship between education and new technologies is being oriented mainly by social, cultural and pedagogical matters. Their focus being learning practices, given that technologies are a conceptual, pragmatic, and institutional subject. Third, the frame concepts of policies and the use of devices present two ways of reflecting upon this constitutive relationship of pedagogy, education, and discourses about learning. The term “new” technologies emphasize the importance of rethinking this teacher education dimension. New experiences fostered by information and communication technologies lead us to appreciate the changes in students' study practices and experiences, as well as in their interests and new forms of expression. Academic and research communities from Colombia, Argentina, Cuba, Chile, Nicaragua, Guatemala, Perú, Spain, Republic of China (Taiwan), Indonesia and Vietnamtook part in the preparation and presentation of this issue of RHELA. El número 36 de RHELA aborda la relación entre educación y nuevas tecnologías desde tres dimensiones: en primer lugar, describe los aspectos de los marcos conceptuales y programáticos de la Organización para la Cooperación y el Desarrollo Económico (OCDE) y los Objetivos de Desarrollo Sostenible (ODS) adoptados por las Naciones Unidas. Esto propondría nuevas modalidades en la creación de espacios transnacionales de conocimiento, caracterizados por el liderazgo de comunidades académicas de investigación socialmente relevantes y orientadas a las prácticas científicas. En segundo lugar, la relación entre la educación y las nuevas tecnologías está siendo orientada principalmente por cuestiones sociales, culturales y pedagógicas. Su foco son las prácticas de aprendizaje, dado que las tecnologías son un tema conceptual, pragmático e institucional. En tercer lugar, los conceptos marco de las políticas y el uso de dispositivos presentan dos formas de reflexionar sobre esta relación constitutiva de la pedagogía, la educación y los discursos sobre el aprendizaje. El término "nuevas" tecnologías enfatiza la importancia de repensar esta dimensión de la formación docente. Las nuevas experiencias propiciadas por las tecnologías de la información y la comunicación nos llevan a apreciar los cambios en las prácticas y experiencias de estudio de los estudiantes, así como en sus intereses y nuevas formas de expresión.En la elaboración y presentación de este número de RHELA participaron comunidades académicas y de investigación de Colombia, Argentina, Cuba, Chile, Nicaragua, Guatemala, Perú, España, República de China (Taiwán), Indonesia y Vietnam. O número 36 da RHELA aborda a relação entre a educação e as novas tecnologias a partir de três dimensões: primeiro, descreve os aspectos dos quadros conceptuais e programáticos da Organização para a Cooperação e Desenvolvimento Económico (OCDE) e os Objectivos de Desenvolvimento Sustentável (SDG) adoptados pelas Nações Unidas. Isto proporia novas modalidades na criação de espaços de conhecimento transnacionais, caracterizados pela liderança de comunidades de investigação académica socialmente relevantes, orientadas para práticas científicas. Em segundo lugar, a relação entre a educação e as novas tecnologias está a ser orientada principalmente por questões sociais, culturais e pedagógicas. O seu foco são as práticas de aprendizagem, dado que as tecnologias são um assunto conceptual, pragmático e institucional. Terceiro, os conceitos-quadro das políticas e a utilização de dispositivos apresentam duas formas de reflectir sobre esta relação constitutiva de pedagogia, educação, e discursos sobre a aprendizagem. O termo "novas" tecnologias enfatiza a importância de repensar esta dimensão da formação de professores. Novas experiências promovidas pelas tecnologias da informação e da comunicação levam-nos a apreciar as mudanças nas práticas e experiências de estudo dos estudantes, bem como nos seus interesses e novas formas de expressão.Comunidades académicas e de investigação da Colômbia, Argentina, Cuba, Chile, Nicarágua, Guatemala, Perú, Espanha, República da China (Taiwan), Indonésia y Vietnam participaram na preparação e apresentação deste número da RHELA Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2021-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/13135 10.19053/01227238.13135 Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de Aguirre Revista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/13135/10972 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/13135/11270 Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | Education;new technologies Educación;nuevas tecnologías Educação; novas tecnologias Molina, Jose Yen Chang, Chun- Education and new technologies. Current reflections about its social and conceptual contexts |
| title | Education and new technologies. Current reflections about its social and conceptual contexts |
| title_alt | Educación y nuevas tecnologías: Reflexiones actuales sobre sus contextos sociales y conceptuales Educação e novas tecnologias: Reflexões actuais sobre os seus contextos sociais e conceptuais. |
| title_full | Education and new technologies. Current reflections about its social and conceptual contexts |
| title_fullStr | Education and new technologies. Current reflections about its social and conceptual contexts |
| title_full_unstemmed | Education and new technologies. Current reflections about its social and conceptual contexts |
| title_short | Education and new technologies. Current reflections about its social and conceptual contexts |
| title_sort | education and new technologies current reflections about its social and conceptual contexts |
| topic | Education;new technologies Educación;nuevas tecnologías Educação; novas tecnologias |
| topic_facet | Education;new technologies Educación;nuevas tecnologías Educação; novas tecnologias |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/13135 |
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