Abstract
To study the electronic IT/Internet interaction/Reading/navigation processes and its impact ,shows the need to acquire cognitive and technologic strategies for optimize this pedagogic mediation and enhance equity for knowledge gestation. Digital world needs ICT socio cognitive y technologic apropiation and competences for comprehensive and critical reading. The reader has to go beyond the intention of the producer and designer to reach to publish by himself a site in Internet, to evaluate process and product of its interactivity and become and expert hyper reading. It is a challenge for teaching in schools and universities and strategic and reflective anticipation of ICT meanings in Internet navigation and demystify false concepts, to reach to create their own designs and alternative messages, to express creativity, team solidarity, etc.
Highlights
To study the electronic IT/Internet interaction/reading/navigation processes and its impact, shows the need to acquire cognitive and technologic strategies for optimize this pedagogic mediation and enhance equity for knowledge gestation
1. ¿Qué competencias o conocimientos previos considera que debe poseer antes de interactuar con Internet?
Tal vez dé cuenta de ello, el cuadro próximo acerca de la navegación: Con Internet Explorer Mediante pasos sucesivos No sabe explicarlo
Summary
La mediación realizada a través de la lectura en Internet es sólo búsqueda de información. La inexistente práctica de una lectura comprensiva y crítica de textos electrónicos conectados en la mediación telemática, lleva a aprendizajes superficiales. La inexistente enseñanza de una lectura crítica en Internet conlleva fundamentalmente a que los/las cibernautas sean receptores/as tecnológicos pasivos de información. Reconocer las características de los procesos de lectura/navegación/interactividad que realizan los usuarios de los sitios de Internet desde el 2001 hasta el 2005.
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