Abstract
In the near future, electronic devices will have a central place in the classrooms of theprivate schools of basic education. But the present suggests that the majority of teachers are reluctant to include digital resources to their school dynamics, while students, as digital natives, handle with ease and comfort those resources. The major obstacle facing the private education in Mexico is a problem of media coverage, where new technological devices instead of reconfiguring the role of teachers and students in the discursive process of learning, it seems that it has become disconfigured. The purpose of this work will be to explain what are the symbolic confrontations between students and teachers from understanding semiotics of the digital resources. For this it is necessary to devise the digital resource as a metaphor, then as a game, and finally as a relationship where students interact with a system of signs that has a particular discursive arrangement, different from the printed textbook, and from which constructs a new narrative didactics.(Complete article in spanish language).
Highlights
Digital natives, handle with ease and comfort those resources. e major obstacle facing the private education in Mexico is a problem of media coverage, where new technological devices instead of recon guring the role of teachers and students in the discursive process of learning, it seems that it has become discon gured. e purpose of this work will be to explain what are the symbolic confrontations between students and teachers from understanding semiotics of the digital resources
For this it is necessary to devise the digital resource as a metaphor, as a game, and nally as a relationship where students interactwithasystemofsignsthathasaparticulardiscursivearrangement,di erentfrom the printed textbook, and from which constructs a new narrative didactics
Una secuencia didáctica puede ser lúdica si incluye juegos como anagramas, acrósticos y palíndromos, pero también trabalenguas, crucigramas, adivinanzas y problemas para resolver; la diferencia es que este último grupo de textos provee una mayor interactividad porque invita al alumno a convertirse en un jugador: Un buen juego consiste en un diseño global que garantice una participación activa y placentera del jugador en el mundo del juego (Ryan, 2004, p. 220)
Summary
E purpose of this work will be to explain what are the symbolic confrontations between students and teachers from understanding semiotics of the digital resources. En su aula de toda la vida, Hilda se siente orgullosa de sus herramientas de trabajo: un inmenso globo terráqueo, esquemas del cuerpo humano que ella misma construyó con diversos materiales como plástico y madera, decenas de videos y documentales educativos, y un librero que conjuga prestigiosas enciclopedias, atlas, diccionarios y libros de texto (un par de ellos, de su autoría) para conformar uno de los acervos más completos y selectos. El gran obstáculo al que se enfrenta la educación privada en México es un problema de mediatización, donde los nuevos dispositivos tecnológicos en lugar de recon gurar el papel de docentes y alumnos en el proceso discursivo de aprendizaje, pareciera que lo han descon gurado. De esta forma, el propósito del presente trabajo será explicar cuáles son las confrontaciones simbólicas entre alumnos y profesores a partir de la comprensión semiótica de los recursos digitales
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
