2024-03-28T14:52:47Zhttp://dspace.ups.edu.ec/oai/requestoai:dspace.ups.edu.ec:123456789/93972015-06-16T21:25:51Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
TECNOLOGÍA, META-TECNOLOGÍA Y EDUCACIÓN
Delgado Díaz, Carlos Jesús
TECNOLOGÍA
META-TECNOLOGÍA
DISPOSITIVO TECNOLÓGICO
EDUCACIÓN
CAMBIO GLOBAL
ALTERNATIVAS TECNOLÓGICAS
PARADOJAS DE LA INCOMPRENSIÓN
The article thinks brings over of the existing relations
between “ technology, goal - technology and education
“, thinks that the reference to the technology in his link with
the education involves in an immediate way the presence of
technical resultant devices of the scientific - technological revolution,
the recent developments of the communications and
the microelectronics. The technology continues being an entity
which recognition in the contemporary companies accompanies
of deep ignorances and paradoxes that force to check the
educational technologies across the prism of the paradoxes.
2015-06-11T20:40:24Z
2015-06-11T20:40:24Z
2015-06-11T20:40:24Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9397
spa
openAccess
oai:dspace.ups.edu.ec:123456789/93962015-06-16T21:27:24Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
SER, TECNOLOGÍA Y EDUCACIÓN: Ilusiones y Esperanzas
Merchán Arízaga, Xavier
TECNOLOGÍA
EDUCACIÓN
EDUCAR
CIENCIA
ILUSIONES
To speak about the philosophy of the technology applied
to the education is a challenge and an urgency for the
contemporary world; for what the article presents a boarding
to the subject matter that Aristotle gathers the original meaning
of the word -téchne- - in narrow relation with her -epistéme-
as part of to know in wide sense; from to make go out of
the secret thing and since they it make, up to like one be able
59
indeed -alétheia- Heidegger, one know that it looks for the virtue
for a suitable government – Platon.
The technology is approached in his origin, we look
for his relation with the science, questioning his incident and
dependence of the capitalist system of consumption. From here
there appear some illusions raised by the system as the illusion
of which the science and the technology would solve all
our problems. Or illusion that the indefinite production of new
technological products does not have limits; where there are
demonstrated the incongruities and the disappointments that
appear when we look at the horizon of the being of the technology
and of the company, focused on the human thing.
From these elements the search of the meaning develops
of educating, of education from his roots up to the different
conceptions that have taken in the history. One raises
of equal way some illusions of the education as the illusion of
which it teaches one and learns other one, or the illusion of
which the education liberates, the illusion of which the education
would make us equal.
Finally it is approached to the education and the
technology, from his relation in the search of to know, of to
discover the truth -alétheia- demonstrating the illusion of
which to possess major technology, it would improve the educational
process, to propose a series of questions, which help
us to change the look of the illusions to realities, to end up
by saying that we should stimulate the use of the educational
technologies in the classroom, but without having unfounded
hopes that they will solve the educational problem; we should
tend the humanization of the education and of the use of the
science and the technology; to transform the exercise of the
politics; returning to discover the person as an end in yes same.
2015-06-11T20:35:31Z
2015-06-11T20:35:31Z
2015-06-11T20:35:31Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9396
spa
openAccess
oai:dspace.ups.edu.ec:123456789/93922015-06-16T21:27:12Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
EDUCACIÓN Y TECNOLOGÍA: Visión filosófica de la tecnología hasta llegar a su humanización por medio de la educación
Viteri Basante, Frank
2015-06-11T20:10:22Z
2015-06-11T20:10:22Z
2015-06-11T20:10:22Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9392
spa
openAccess
oai:dspace.ups.edu.ec:123456789/93942015-06-16T21:27:18Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
PEDAGOGÍA DEL CIBERESPACIO: hacia la construcción de un conocimiento colectivo en la sociedad red
Hermann Acosta, Andrés
PEDAGOGÍA DEL CIBERESPACIO
CONOCIMIENTO COLECTIVO
NUEVAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN
ENTORNO VIRTUAL DE APRENDIZAJE
SOCIEDAD RED
RESULTADOS DEL APREHENDIZAJE
ASINCRÓNICO
APRENDIZAJE SIGNIFICATIVO
REALIDAD VIRTUAL
HIPERTEXTUAL
TEORÍA DE LA ACTIVIDAD
OBJETIVOS DEL APREHENDIZAJE Y EDUCACIÓN VIRTUAL
The pedagogy of cyberspace is a theory for teaching
and learning for Network Society as part of their educational
contribution has raised integration of the theories of virtual
education in virtual learning, informational pedagogy and
connectionist theory in order to achieve a “reality total theory”
to the modality studies online.
This new theory thinks virtual pedagogical education
is not inheritance of distance education; however the real
problem is not the separation or lack of access to education of
actor training centers, the real problem it is the time, because
most of the student are adult audience that requires a flexible
learning system to adjust the training needs.
85
The most important features of the pedagogy of
cyberspace are the development of the collective knowledge.
This theory proposes the access to the technology and the internet
but does not guarantee the production of knowledge; the
learners should continue to achieve meaningful learning is the
processing, analysis, inference and reflection of the data and
information and finally get knowledge from a virtual learning
environment and cyberspace as a space where it is possible to
find a social, cultural and educational
2015-06-11T20:27:23Z
2015-06-11T20:27:23Z
2015-06-11T20:27:23Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9394
spa
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oai:dspace.ups.edu.ec:123456789/93952015-06-16T21:27:22Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
REFLEXIONES FILOSÓFICAS SOBRE LA TECNOLOGÍA Y SUS NUEVOS ESCENARIOS
Aguilar Gordón, Aguilar Gordón
TECNOLOGÍA
NUEVOS ESCENARIOS
GLOBALIZACIÓN
PROBLEMAS DE LA TECNOLOGÍA
SABERES DE LA TECNOLOGÍA
FUNDAMENTO
REALIDAD TECNOLÓGICA
CONOCIMIENTO TECNOLÓGICO
TECNOLOGÍA APLICADA A LA EDUCACIÓN
IMPACTO
IMPLICACIONES
The article “Philosophical reflections on the technology
and his new scenes”, it initiates with a conceptual
approximation of the technology, in the one that presents a
brief description of some historical characteristics, he thinks it
brings over of the use and of the function of the technology in
the new scenes of the company. It advances with the analysis of
the foundations of the technology for which checks the foundation
of the technological fact in strict sense; he thinks about the
philosophical foundations and about the sociological foundations
of the technology applied to the education.
It continues with the reflection brings over of the
problems and of the saberes of the technology; in this respect,
he rethinks to the technology as reality and as knowledge;
he studies the nature of the reality and of the technological
knowledge; it checks why the human being, the education and
the technology constitute a problem in yes and for yes same; it
describes the of integration saberes of the technology emphatically
in the theory of the technology, in the philosophy of the
125
technology, in the axiology of the technology and in the methodology
of the technology.
The article concludes with the analysis of the impact
of the technology in his diverse manifestations; he thinks
brings over of the incident of the technology in the vision of the
world; he presents some reflections brings over of the implications
of the technology applied to the education and promotes
a diversity of approaches of usefulness for the educational current
context.
2015-06-11T20:31:35Z
2015-06-11T20:31:35Z
2015-06-11T20:31:35Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9395
spa
openAccess
oai:dspace.ups.edu.ec:123456789/93932015-06-16T21:27:15Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
HABLAR DE TECNOLOGÍA SIGNIFICA HABLAR DEL SUJETO
Cornejo Martín del Campo, Hugo
SUJETO
TIC
USOS
RECONFIGURACIÓN
GLOBALIZACIÓN
INSTITUCIONES EDUCATIVAS
We live a world that is debated between topics of the
major importance like the economy, the market and the knowledge,
aspects all middle by the technology but, must do a pause
and to wonder, when we speak about technology what is the
most important thing? The response that I propose is that when
we speak about technology the most important thing it is the
subject.
From this central idea I develop some points for that
I wait contribute to the reflection and to the valuation of the
individual who uses the Technologies of Information and Communication
(Tic) that are applied in the spaces of reproduction
and generation of knowledge called school but that, also, it is a
space of persons’ formation. In order that the use and the appropriation
of the TIC turn out to be positive it is necessary that
one gives a complex reconfiguration of the subject in his double
dimension: personal and collective.
2015-06-11T20:21:22Z
2015-06-11T20:21:22Z
2015-06-11T20:21:22Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9393
spa
openAccess
oai:dspace.ups.edu.ec:123456789/93982015-06-16T21:24:15Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5471
UTILIZAÇÃO INOVADORA DAS FERRAMENTAS DE COMUNICAÇÃO NA CONSTRUÇÃO DE RELAÇÕES COOPERATIVAS ENTRE PROFESSORES E ALUNOS:
Siqueira Corrêa, Sandra Elaine
TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO
INOVAÇÃO
RELAÇÕES DE COOPERAÇÃO
FERRAMENTAS DE COMUNICAÇÃO
APRENDIZAGEM COOPERATIVA
This article attempts to relate the innovation
brought by the use of information and communication technologies
(ICT) in teaching and learning, highlighting the
relationship between teacher-student and student-student,
giving new meaning to these procedural elements by the contributions
of Maturana and Varella. To achieve the goal of a
cooperative learning process, the messages exchanged between
teacher-student and student-student through synchronous
and asynchronous communication tools, can not be read and
interpreted mechanically. It is necessary that the teacher is
aware of worldviews that underlie each message, responding
to them with an attitude of understanding, acceptance, aware
107
of the potential and limits of human knowledge, expressed by
both, students and the teacher himself, fostering an environment
of cooperative learning, through the reflection of his performance
as a teacher-tutor. Thus, innovation isn’t only the
use of ICT, but also the reflective analysis of the universes of
people interacting through ICT.
2015-06-11T20:43:23Z
2015-06-11T20:43:23Z
2015-06-11T20:43:23Z
2011-12
Article
http://dspace.ups.edu.ec/handle/123456789/9398
por
openAccess