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Please use this identifier to cite or link to this item:
https://hdl.handle.net/20.500.11839/6303Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Díaz Fernández, Román Camilo | - |
| dc.date.accessioned | 2017-12-07T21:03:48Z | - |
| dc.date.available | 2017-12-07T21:03:48Z | - |
| dc.date.issued | 2014-12-05 | - |
| dc.identifier.citation | APA 6th - Díaz Fernández, R. C. (2014). La educación en TIC’s: Un problema de la Educación escolar y de la Educación de la vida cotidiana. Questionar: Investigación Específica. 2(1), 177-185 Retrieved from http://hdl.handle.net/20.500.11839/6303 | - |
| dc.identifier.issn | 23461098 | - |
| dc.identifier.uri | http://hdl.handle.net/20.500.11839/6303 | - |
| dc.description | This article aims to analytically approach to a complex subject of future researches. This is to build the Education ICT’s, in a modeled and relational manner, with two possible facets of education: namely, School Education and Everyday Education. Both fields are opposites but one, Everyday Education, has greater cultural relevance. Everyday Education as analytical model can provide lights in this discernment: The educational use of ICT should be culturally relevant. In this sense, we start from the recognition of the fallacies associated with the terms, and their derivatives, “Digital Culture” or “ICT Cultures”: culture is understood, not as a set of customs of a society, but the symbolic and semantic structure that articulates the men who is made with this. | es_CO |
| dc.description.abstract | El presente artículo quiere acercarse analíticamente, a un objeto complejo de futuras investigaciones. Esto es construir la Educación en TIC’s, de manera modélica y relacional, con dos posibles facetas de la Educación: a saber, la Educación Escolar y la Educación Cotidiana. Ambos campos son complementarios pero, uno de ellos, la Educación Cotidiana, tiene mayor relevancia cultural. La Educación cotidiana, como modelo analítico, puede aportar luces en este discernimiento: El uso educativo de las TIC debe ser culturalmente relevante. En este sentido, se parte del reconocimiento de las falacias asociadas a los términos, y sus derivados, “Cultura Digital” o “Culturas TIC”: se entiende la cultura, no como el conjunto de costumbres de una sociedad, sino el entramado simbólico y semántico que articula a los hombres que la conforman. | es_CO |
| dc.language.iso | es | es_CO |
| dc.publisher | Ediciones Universidad de América | es_CO |
| dc.rights | Atribución – No comercial – Sin Derivar | es_CO |
| dc.subject | Tecnologías de la Información y la Comunicación | es_CO |
| dc.subject | Educación | es_CO |
| dc.subject | Aprendizaje | es_CO |
| dc.subject | Technologies of Information and Communication | es_CO |
| dc.subject | TIC | es_CO |
| dc.subject | Education | es_CO |
| dc.subject | Learning | es_CO |
| dc.title | La educación en TIC’s: Un problema de la Educación escolar y de la Educación de la vida cotidiana | es_CO |
| dc.type | Article | es_CO |
| Appears in Collections: | D. Año 2014 Vol.2 No.1 | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| COL0035949-2014-2-1-CB.pdf | 726.03 kB | Adobe PDF | View/Open |
