Redes sociales y TIC, su papel en la educación superior del siglo XXI

Abstract

Resumen:El siglo XXI ha supuesto una transformación en el ámbito cultural de las sociedades, fruto del surgimiento de diferentes maneras de generar conocimiento y de transmitir información que ha afectado a todos los ambientes académicos. Los docentes están obligados a formarse en el uso, conceptos y alcances de las redes sociales y las TIC aunque estas no pueden reemplazar las herramientas educativas preexistentes. Todo ello implica un replanteamiento del sistema educativo que permita hablar de una verdadera tecnología educativa. La aparición del Ágora digital ha derribado fronteras de acceso a los contenidos pero construido muros de compartimentación de los conocimientos y un uso inadecuado de las nuevas tecnologías puede acarrear consecuencias indeseadas.Palabras clave: Redes sociales; TIC; Educación superior; Ágora digital; Docentes; Conocimiento.Social Networks and ICTs, their role in 21st century higher education Abstract: 21st century has brought a transformation of the cultural context of societies, as a result of the appearance of different sources of knowledge and means of information transmission, which have affected all academic environments. Instructors are forced to be trained in use, concepts and range of social networks and ICTs, even though these may not substitute the pre-existent educational tools. This leads to a redefinition of the educational system, in order to embrace a genuine educational technology. The birth of the Digital Agora has knocked down the limits to content access while, at the same time, compartmentalizing knowledge, and the inadequate use of new technologies might entail non-desirable consequences.Key words: Social Networks; ICT; Higher Education; Digital Agora; Instructors; Knowledge. Referencia normalizada:Martínez Solana, M. Y. (2014): Redes sociales y TIC, su papel en la educación superior del siglo XXI.

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

“…Firstly, the need for teachers to be technologically competent seems to be highly relevant to students' academic performance (Seifert, 2016). Following this assumption, Martínez (2014) expresses that educators not only have to be trained in the attitudes towards and implications and possibilities of SNSs, but also in some of their technology skill set, such as creating content, analysing information, evaluating procedures and tools, or disseminating data widely. Considering that students are digital natives, teachers are required to become 'as savvy as their students' (Blair & Serafini, 2014, p. 28), which means that both parties should develop similar digital competencies (Rama & Chiecher, 2012).…”

“…This may suggest some limitationswhen leading students to develop their total activity exclusively across digital spaces. On the one hand, some limitations are related to the promotion of learners' passive attitudes towards participation, lower commitment of teachers when students use digital environments, or the lack of physical teacher-student' interaction (Alvarez-Flores & Gómez, 2013;Ling, 2014;Martínez, 2014;Norman et al, 2015;Rama & Chiecher, 2012;Túñez & Sixto, 2012). On the other hand, other studies have found a relationship between the frequency in the use of SNSs and academic achievement, so that the latter increases when the student displays a moderate use of SNSs (Abu-Shanab & Al-Tarawneh, 2015;Al-Yafi, El-Masri, & Tsai, 2018;Paul, Baker, & Cochran, 2012) and avoids passive or addictive uses (Arquero & Romero-Frías, 2013;Buck, 2012;Gafni & Deri, 2012;Huang, 2018).…”

“…First of all, teachers and students becoming friends might lead to: a) lack of educators' authority (Chugh & Ruhi, 2018;Cole, Hibbert, & Kehoe, 2013;Gomez et al, 2013), b) sense of favouritism felt by some student, c) excess of personal information uploaded on the stakeholders' profiles, d) damage use of information disclosure, complacency, or e) loss of motivation and the deterioration of academic performance (Evans, 2014;Froment et al, 2017;Jones et al, 2011). Subsequently, the promotion of authoritative and non-dialogical interactions (Charles, 2012;Kio, 2015) and the risk of replacing the faceto-face interaction and communication among stakeholders (Badri et al, 2017;Ling, 2014;Martínez, 2014;Rama & Chiecher, 2012;Sadowski et al, 2016;Túñez & Sixto, 2012) have been remarked when their relationship tends to distance. For that matter, the statement that digital interactions should never replace the physical spaces and times for communicating has been highlighted in the aforementioned works.…”

“…Especially used but not limited to young people, SNSs have contributed to change the rules of traditional ways of communication. Thus, people are not only allowed to have direct access to knowledge and obtain up-to-date information and news, but they also play an active role by creating and sharing content on the web (prosumers) (Jover, del Rosario González Martín, & Fuentes, 2015;Martínez, 2014;Nagel, Remillard, Aucoin, & Takenishi, 2018). Since SNSs have occupied new channels for the interaction and communication, emerging educational challenges have surfaced (Alvarez-Flores & Gómez, 2013;Kieslinger & Ehms, 2010;Molinillo, Anaya-Sánchez, Aguilar-Illescas, & Vallespín-Arán, 2018;.…”

El problema de la autoridad en la familia frente al reto de las redes sociales

“…El deseo de emancipación de la tradición es un fenómeno nuevo con la llegada de la Ilustración y corrió parejo al desprestigio de cualquier forma de autoridad, dando paso al ideal kantiano de la autonomía del individuo (Hildebrand, 2003). Señala Maritain (2006) que parece claro que los argumentos expuestos por Lutero sobre el valor del libre examen y la crítica del papel de la Iglesia en la propia salvación fueron posteriormente desarrollados con vigor por Descartes y Rousseau y sirvieron para articular los principios liberadores y emancipadores que provocaron el advenimiento ilustrado y el pensamiento moderno.…”