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Information Society, digital technologies and education - Coggle Diagram

- - - - Ten features of the Information Society.
        Exuberance .. We have a staggering and diverse amount of data. It is such a profuse volume of information that it is itself part of the scenario where we operate every day.
        Omnipresence. The new information instruments, or at least their contents, are found everywhere, they are part of the contemporary public scene.
        Irradiation. The Information Society is also distinguished by the practically unlimited distance that the exchange of messages reaches today.
        Multilaterality / Centrality. The technical capabilities of contemporary communication allow us to receive information from everywhere, although more often than not most of the information that circulates around the world comes from a few places.
        Interactivity / One-sidedness. Unlike conventional communication (such as that offered by traditional television and radio), the new instruments to spread information allow its users to be not only consumers, but also producers of their own messages.
        Heterogeneity. In contemporary media and particularly on the Internet, attitudes, opinions, thoughts and circumstances that are present in our societies are duplicated - and multiplied -.
        Disorientation. The enormous and growing amount of information that we can have access to is not only an opportunity for social and personal development.
        Passive citizenship. The dispersion and abundance of messages, the preponderance of commercial content and particularly propagated by large media consortia, and the lack of sufficient training and reflection on these issues.
- - - - From this technological perspective, the role that NTs are beginning to play in modifying classic and traditional communication environments is quite significant, so that not only are new possibilities of expression created and the phases of media development are modified. , but also new extensions of it are developed, approaching the concept formulated by Mcluhan of the "global village", acquiring in this village multicultural and transcultural frameworks.
        
        1 production-post-production, storage and treatment, and reception and access.
        In relation to production and post-production, we have to point out that the media that we could consider as traditional have relied on and focused on the direct capture of information as a significant basic element. It is assumed that the informational quality of the message is clearly determined by the quality with which the information had been captured from reality.
        Moreover, it was often presumed that the greater the degree of iconocity between the image, auditory or visual, and reality, the more potential characteristics for learning the elaborated sign would have, and aesthetically it would approach the canons of perfection.
        
        The NT, thanks to the development of optical and electronic memories, have come to transform the ideas that were usually handled for the ordering and treatment of information.
        The volume of information that the user can have access to is much greater than it was relatively recently, so that today we can speak of the digital library, as a basic instrument, in certain areas of knowledge.
        
        It is time to ask ourselves if we are prepared to decode the messages that are presented by these NTs, and interact with them.
        The answers are rather simple and fast, and we can generate them from the knowledge we have with other means:
        No!
        It is striking that we are beginning to raise the needs that other media may generate, and yet our school has not consciously and critically assumed the need to literate students to decode the messages broadcast by the mass media.
        
        Faced with this lack of literacy, I think we will all agree on its need, which without claiming to be exhaustive, we can synthesize it with the following arguments:
        
        the role that the media play as socializing elements. - the number of times that we are subjected in our culture to its messages and effects.
        
        the construction of reality is carried out today through the media. - and which is possibly one of the ways to avoid the manipulations that originate with them.
        
        As Orozco and Charles (1992) have suggested, the family plays a fairly important mediating role in the face of the media, so that different types of families: those who do not care about what the child is observing, those whose central concern It is due to the amount of exposure that they discuss the information they receive with the child, and that which controls the information that the child receives quite a bit; determines the future training they may have of the media. Thus, those where there is a relationship between parents and children in the exchange of information, they tend to watch less television, are more selective in the information they receive, and interact with more diversity of media.
        
        It also influences the diversity of media that schools put to train the student and at their disposal, and the different training proposals and didactic use that are assigned to the media.
        A school where the student can count on interacting with information through various media, and in which these different functions are assigned to the mere structuring of the contents of the curriculum; They will undoubtedly form students who are more critical of the messages transmitted, and more willing to interact and acquire information through various means.
        Eliminating negative attitudes that prevent interaction with certain cultural and knowledge instruments.
        
        Now, I believe that a series of qualifications and reflections need to be made regarding its introduction and literacy.
        In the first place, that the concept that usually tends to be handled of computer literacy is that the student masters some programming language, which I think is a mistake, since computer literacy must pursue broader objectives, and I would dare to say how useful:
        training in a general culture of the various activities that can be carried out through the computer, training in specific uses of computing, training in its use as a tool for problem solving, data processing and analysis, electronic sheet, training in culture of computing, limitations of computers, ability to handle different programs.
- - - - Make changes difficult:
        
        The rigidity of the organizational structures of the centers
        
        The traditional roles of teachers
        
        The resistance to incorporate the new educational perspectives
        
        The opinion of teachers: (in various seminars on this topic)
        
        The main changes that have occurred in the last 15 years:
        
        The students are different
        
        Some purposes of the school change
        
        Organizational changes
        
        Changes in the performance and methodology of the teaching staff
        
        The main problems in the centers
        
        Lack of pedagogical and ICT training of a part of the teaching staff.
        
        Lack of motivation on the part of the teaching staff, attitudinal problems.
        
        In some cases, lack of communication between teachers to solve joint problems.
        
        In general, little teamwork and little teacher coordination - Lack of educational resources.
        
        Inadequate infrastructures.
        
        Lack of technical support for computer infrastructures.
        
        Distance between school content (official curriculum) and external reality.
        
        School failure (especially in the ESO stage), absenteeism of a part of the students
        
        Lack of discipline and responsibility of the students.
        
        Inappropriate management in some centers: excessively authoritarian, excessively permissive.