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    Trends in Educational Technology in the Knowledge Society
    Trends in Educational Technology in the Knowledge Society
    Trends in Educational Technology in the Knowledge Society
    Ebook207 pages2 hours

    Trends in Educational Technology in the Knowledge Society

    By Dougglas Hurtado Carmona and Jesús Ernesto Duarte Gastélum

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    About this ebook

    Information and Communication Technologies (ICT) are promoting learning in innovative ways. However, we have yet to discover their enormous potential. Every day, we witness the emergence of multiple technological tools on the market with which we could create novel educational environments.

    In this work, the authors present some trends in educational technology in the knowledge society, highlighting their role in improving and facilitating learning processes. Throughout the chapters, various proposals are shown, focusing on experiences aimed at contributing to the educational community, providing a current panorama of some topics regarding the relationship between education and technology, such as alternatives for the use and application of tools and strategies for educational improvement.
    LanguageEnglish
    PublisherLulu.com
    Release dateJul 9, 2024
    ISBN9781304380463
    Trends in Educational Technology in the Knowledge Society

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      Book preview

      Trends in Educational Technology in the Knowledge Society - Dougglas Hurtado Carmona

      Foreword

      César Ignacio Villavicencio Floriani

      Educational technology is a constantly growing and evolving field that is piquing the interest of educators. The knowledge society is characterized by extensive and intensive use of Information and Communication Technologies (ICT).

      Digital education is positively impacting teaching forms and models. In such a way that teachers are constantly training to appropriate various technological tools to strengthen their pedagogical task.

      In today's society, educational technology plays a relevant role in facilitating and improving learning processes.

      Starting from the previous premise, this work: Trends in Educational Technology in the Knowledge Society, aims to open an academic debate on the role of some of the technological tools of the Fourth Industrial Revolution that are providing new opportunities for learning. , for collaboration and even personalization, in such a way that they surpass the experiences of traditional education.

      The work at hand is made up of six academic works, derived (five of them) from various learning products of their authors, during their doctoral studies at the Mar de Cortés University Center. They are essays that reflect the experiences lived by their creators within the university classroom and from multiple readings of very up-to-date topics on educational technology and its relationship with the knowledge society.

      In the first work, The human factor in education and the knowledge society by Dougglas Hurtado Carmona, the changes in the human factor as a result of socio-economic globalization and technological revolutions are analyzed, pointing out the neutral aspect of technologies promoting attributes of goodness among people or when interacting in the great global village.

      In the second essay: Spaces for collaboration and socio-formation in learning by Jesús Ernesto Duarte Gastélum, Dougglas Hurtado Carmona and Adrián Romualdo Vásquez Avendaño, it is highlighted that, thanks to collaborative learning, students and teachers have seen benefiting from new ways of constructing their learning and adapting it to the demands of the knowledge society.

      In the third section of the work: Learning from connectivist theory and socio-formation as a result of the collaboration of Imelda Díaz, Janet Díaz, Giovanni Quintanilla, Liliana Aguirre, Januaria Navarro, Vivianedy García, María Marín and Gabriela Solís, the authors review aspects that address the need to transform classrooms into democratic spaces in the face of the commercial yoke that globalization has generated; as well as the improvement of learning from the proposal of connectivism and socio-training.

      In the fourth work, titled: Teaching competencies in emerging technologies for learning, by Jesús Ernesto Duarte Gastélum, it is emphasized that teachers must be willing to learn and adapt as educational technology evolves, in order to provide quality education in this digital world. Teaching skills in technologies must be transformed into technological tools that pedagogically promote meaningful learning in students.

      In the fifth essay called: Learning through technologies, created by Dougglas Hurtado Carmona, some of the most used forms of learning through technological resources are presented. These are characterized by their flexibility, personalized attention and high aspects of interactivity; In addition, they are tools that do not replace other forms of education, such as classroom interaction and human contact.

      And in the last section of the book, the work: Data mining for the prediction of student dropout by Mario Ávila Pérez and Javier Medina Cruz, demonstrate the use of technology in data analysis, identifying learning patterns and providing personalized feedback , as well as the prevention of dropping out or failing school.

      Educational technology is moving towards more personalized and adaptive approaches. Through the use of algorithms and data analysis, educational content and activities can be offered adapted to the individual needs of each student, which optimizes their learning process.

      In summary, the future of educational technology is promising and is expected to continue to evolve and transform the way education is carried out. For their part, teachers must be willing to embrace educational technology, train in its effective use, and find ways to integrate it into their daily practice in ways that enrich their students' learning.

      There is no doubt that technology is transforming the way we teach and learn, providing new opportunities and challenges in the field of education; Therefore, the validity of this book and its academic contributions are a watershed for readers eager to increase their techno-pedagogical knowledge.

      The human factor in education and the knowledge society

      Dougglas Hurtado Carmona

      Introduction

      From the perspective that the knowledge society is created from the use of automatic information technologies in alliance with communications, which has allowed the rise of globalization, it is identified that there is a correlation between the changes that the human factor when being an inhabitant of the great global village.

      Specifically, the international division of labor increases global trade, enables opportunities for mobility of people and transfers it to a state of connection at the speeds of telecommunications, making the human factor need to develop new skills and adapt to this. new scenario. It is clear that without the advance in these technologies it is impossible to be talking about this automatic knowledge society and a transformation of the human factor would not be carried out.

      Regarding the revolutions in the industry, Industry 4.0 stands out, which aims to digitize industrial production, generating manufacturing using intelligent technologies, to make it more efficient, from the use of the Internet of Things, cybersecurity, Big-Data, intelligence. artificial. Given this, the human factor must react and have a behavior that allows it to be part of this Industry 4.0.

      From this, this document will discuss the aspects related to changes in the human factor as a result of globalization and the influence of technological revolutions, then, the human factor of the knowledge society and in industry 4.0, An orientation towards the new human factor of the teacher is also discussed. Finally, the conclusions are stated.

      Changes in the human factor due to globalization

      The human factor is influenced by a new dynamic of the new opportunities that are generated by the increase in global trade in terms of consumer behavior and cultural activities. On the political, economic and personal side, individuals are faced with an automatic interaction with information through technologies and will find themselves immersed in a new economy as Ohmae (2000) asserts, where the exchange of products and services It occurs by facilitating the circulation of capital.

      People are integrated through Information and Communication Technologies, demanding the need to be connected. Assumptions are generated with indications that non-connection is synonymous with nonexistence, and with being a caveman. There arise the needs of the human factor to appropriate the way of new technologies to use them for the convenience of professional, particular and cultural tasks.

      In times of globalization, culture and education demand a human factor, characterized by democratic elements that have the ability to analyze problems from an integrative perspective. Hence, this human factor is capable of working as a team, appreciating values and relying on cultural differences, seeing a generalist vision and not being a violent entity for solving problems.

      Influence of technological revolutions on the human factor

      Since technology appeared on earth, human beings have used it for their different tasks, specifically, by learning to use them and by using them, they modify how they do things. In this order of ideas, technologies have a great transformative impact on the human factor, defining new characteristics to put it in new contexts. So much so that it has been said that technology is one of the extensions of the human being.

      Along these lines, when there is evolutionary change in technologies, which we call technological revolution, many changes in the human factor are encouraged as a requirement of new contexts. In recent times, the human factor faces the use of devices that allow the generation of knowledge from the processing of information and communications.

      The first industrial revolution changed the way in which knowledge was applied, being noticed differentially in production, there the human factor changed because the new way of producing required new skills. With the second industrial revolution and its mass production, the human factor changes much more, which must be professionalized in order to contribute to work life and everyday life in the search for a better quality of life.

      In the area of the third industrial revolution, people can, through computers and information technology, obtain results more quickly and support themselves in decision-making, carry out complicated calculation processes, have complex processes systematized and work through processing. automatic information.

      In the fourth industrial revolution, the human factor has been influenced by technological changes and their revolutions to make transformative leaps. From writing, through the skills to produce goods and services, operate machinery and in the end have the human mind as a direct productive force. It is at this moment that Homo Sapiens uses Information and Communications Technologies to relate to other human beings, together with access to information and developed knowledge, a different evolutionary development is possible for human beings, conditioned by the actions that are needed in a globalized world.

      Additionally, with the information technology paradigm, the processes carried out by the human factor are articulated with each other for the use of new technological means. In this line of action, people must adjust to the processes demanded by this paradigm, which means that they must vary their functioning and reorganize themselves. These adjustments are defined from different perspectives, from material resources, human resources, financial resources, and information. This paradigm demands that all individuals be able to reconfigure themselves and develop the capacity to do so autonomously, because this paradigm is characterized by constant change.

      Considering the postulates of Melvin Kranzberg who argues that technology knows neither good nor evil, but it is not ours either; The human factor makes use of technology for beneficial purposes or not depending on the intention or purpose sought. In these terms we can argue that technologies bring out the good or bad in people and therefore attributes of goodness or not can be developed within the human factor in the interaction in the great global village.

      The information technology revolution implies that the human factor must assume the training of capabilities and management of tools to develop innovation to satisfy needs. A scenario for this evolution is research centers, universities and organizations with advanced technology.

      In this sense, the technological revolution is identified with the fact that information is processed through information and communications technologies. Hence, the human factor must appropriate these technologies and their derivatives to develop effective relationships in their commercial, productive and social processes and activities with people and systems to carry out globalization activities independent of geographical location.

      The human factor of the knowledge society

      The knowledge society is a globalized community, with its nerve center in information and communications technologies, which gives the human factor of this society the opportunity to be linked to new labor sectors that are associated with these technologies; Having a large amount and speed of access to information focuses on the human factor in using the learning-to-learn methodology.

      On the other hand, the knowledge society has an impact that reaches all sectors from humanity, which is not the same as the places on the planet, because there is a supremely abysmal speed of change that requires urgent adaptations of the human factor.

      This new society, having the characteristic of being globalized, means that events have stopped occurring locally and that their impact transcends regionally and globally, economically, culturally and socially. Focuses on the human factor in the use of technologies.

      It is significant to note that, just as the economy becomes globalized, all aspects of the human factor

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