Some more spread myths about ICT in education. How to avoid them?

Abstract

The irruption of electronic devices in all spheres of society, with screens of all sizes and with multiple features, is increasing, the rapid automation of most processes, including educational ones, has generated or re-emerged different myths, in the form of fabulous stories and epistemological assumptions lacking empirical evidence and contrast with reality. In the literature, the existence of recurring myths around technology that contain promises that cannot be achieved is proposed precisely because they originate in myths. These myths cease to be so when technology, after a new stage, enters the realm of the common and then its full use is possible. This work aims to analyze and comment on evidence that supports or rejects some of the myths generated by ICT in education. In particular those related to the existence of multitasking, digital natives, learning styles, video games, and connectivism as a supposed new theory.

Keywords

• mitos
• tic
• educación.