Education in the Knowledge Society (Jul 2012)
The teacher in the digital galaxy: how to combine constructive concentration with participation in the world around us
Abstract
/* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} This article explores the shifts that teachers should accomplish to introduce the “spiritual substance” of digital technologies in the school. It considers the bifurcation of the experience that is felt by students because of the gap between daily practices linked to digital technologies and school practices associated to fordist model of schooling. Taking in consideration the archetypical images of focalization and syntony, it describe the difficulties, challenges and possibilities that teachers have to face in order to be able to combine both dimensions: constructive concentration of the focalization and participation in the world around us of syntony. It is analyzed the connections between fluidity and connectivity as characteristics of the net society and syntony. The pedagogical translation of syntony is development on three related spheres: students, teachers and school-community. A set of initiatives on these three ambits is presented, as ways of repair the rupture between school and daily life. Finally, three main resources to support this change are showed: teacher experiential knowledge, gender and the revolutionary legacy of innovative pedagogies.
