THE NEW SUBJECTIVITIES: THE ROLE OF THE SCHOOL IN DIGITALIZED ENVIRONMENTS
Main Article Content
Abstract
Easy access to media has led to the constant consumption of information through electronic devices, raising questions about the awareness and purpose behind this consumption, especially in children. The pandemic changed educational and social dynamics, giving rise to a hybridization between face-to-face and virtual. Participation in digital media has transformed the way children relate, learn, and construct subjectivities. Schools and teachers must adapt to these new realities and foster critical thinking and transmedia skills in students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Fainholc, B. (2004) The Concept of Mediation in Appropriate and Critical Educational Technology. Retrieved from https://goo.gl/o3sgj7. Available in https://scholar.google.com.ar/citations?view_op=view_citation&hl=es&user=-NKID0kAAAAJ&citation_for_view=-NKID0kAAAAJ:WF5omc3nYNoC
Hjarvard, S. (2016). Mediatization: The media logic of the changing dynamics of social interaction. The Fabric of Communication, 20(1), 235-252.
Jenkins, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. An occasional paper on digital media and learning. John D. and Catherine T. MacArthur Foundation.
Najmanovich, D. (2001). Thinking Subjectivity: Complexity, Links and Emergences. Utopia and Latin American Praxis: International Journal of Ibero-American Philosophy and Social Theory, (14), 106-111.
Sibilia P. (2016) Between networks and walls: teaching and learning in digital culture in Lugo M.T. (coord.) (2016) Digital Environments and Educational Policies: Dilemmas and Certainties 1a
Souto, M. (2009) Complexity and teacher training. In J. Yuni (ed.) Teacher training, complexities and absences (pp. 13-26). File
Van Dijk, J. (2019). The Culture of Connectivity: A Critical History of Social Media. Siglo XXI editors.