El rol articulador del profesor: una perspectiva social y tecnológica

Abstract

Based on a historical review of how has been the evolution between interaction of the teacher and the social use of information, with the advances of technology and their students we are recognizing that the mediating role of the teacher impacts not only in learning but also in the configuration of social structures that become as the knowledge society. The reflective document places on the agenda of social and empirical social studies in the field of education has the need to know how is occurring the rebuilding of educational system to ensure the aspirations of quality. The issue allows us to offer an approach to work the educational use of computers and the Internet, especially now that it’s involving a formal national educational reform process characterized by giving priority to the incorporation of technology education sidestepping the importance of developing skills and digital competences. The reflection is organized from two theoretical premises, the first one places the role of the teacher as a social agent capable of participating in shaping the structures of the knowledge society, the second, the relative power that the teacher has to control reflectively the conditions, resources related to educational use of technology in the context of the current educational model. The theoretical support of both premises are based on the Structuring Theory of Giddens (2011) and the critical perspective of educational technology presented by Fainholc (2000).