Denagogía" as an obstacle to the efficient use of ICT in education in the digital age Abstract
Keywords:
ICT, pedagogy, denagogy, constructivism, digital competencies, learning managementAbstract
This article tries to open a moment of reflection and analysis in the teachers who nowadays are responsible for high education of youngsters in the digital age, giving an example of educational actions in which the incorporation of Technologies of Information and Communication (ICT) are no longer challenging, and become an obstacle to educate. A new term is proposed "denagogía" whose meaning is the action to evade the responsibilities of a constructivist teacher - tutor such as planning, to promote cooperative learning and to teach autonomy to the student to decide learning strategies.When a word becomes colloquial, it may be recognized by the Mexican Academy of Language and by the Royal Spanish Academy, the idea of giving a term to the action of evading the feedback from teachers on the students' learning activities, is undoubtedly the opportunity to promote self-evaluation, to give proper credit to the teaching labor which is based on the constructivist approach. Finally we propose alternatives for reflection to all the teachers of this digital age, so that they use available technological tools appropriately; in case teachers want to incorporate them into the process of education, they can have the complete tranquility that they will encourage their students to be professional, honest and responsible.
References
Barrón, Héctor. (2004). Seis problemas de los sistemas universitarios de educación en línea. RED, Revista de Educación a Distancia, núm. 12. Recuperado de http://www.um.es/ead/red/12/barron.pdf
Camacho Becerra, Heriberto; Comparn Rizo, Juan José; Castillo Robles, Felipe. (2004). Manual de etimologías grecolatinas. México: Limusa.
Flores Guerrero, Katiuzka; López de la Madrid, Cristina; De la Torre García, Eduviges. (2010). El rol del docente como factor de éxito en el uso de las TIC dentro de los programas académicos del Centro Universitario del Sur. Recuperado de http://hdl.handle.net/123456789/1718
García Benavides, Juan Luis; Cepeda Silva, Armando; Méndez Cabello, Sara. (2008). La tutoría en la educación en línea. Retos y Redes, núm. 11, pp. 30-32. Recuperado de http://www.inper.mx/descargas/pdf/Articulo-5_LA_TUTORIA.pdf
Guillermo y Guillermo, María Cecilia; Zaldivar Acosta, Marisa del Socorro; Rubio Quinterio Mármol, Norma Leticia. (2009). Formación en línea de docentes en el uso de las tecnologías. Educación y Ciencia, vol. 1, núm. 36, pp. 59-69. Recuperado de http://www.educacionyciencia.org/index.php/educacionyciencia/article/view/239
Hernández, J. M. y Vázquez, J. (2006). Retos de la formación docente ante la sociedad del conocimiento. Cognición, núm. 5.
Kvilon, Khvilon (Coord.). (2004). Las tecnologías de la información y la comunicación en la formación docente. Francia: UNESCO. Recuperado de http://unesdoc.unesco.org/images/0012/001295/129533s.pdf
Litwin, Edith. (2008). El oficio de enseñar. Condiciones y contexto. Buenos Aires: Paidós.
Litwin, Edith. (2004). Prácticas con tecnologías. Praxis Educativa, núm. 8, pp. 10-17. Recuperado de http://www.redalyc.org/articulo.oa?id=153126089002
McVay Lynch, Marguerita. (2008), The Online Educator: A Guide to Creating the Virtual Classroom. Londres: Routledge.
Moreno Castañeda, Manuel (2006). Situación de la educación en línea en el sistema educativo mexicano (Documento de trabajo para el curso "Teoría y práctica de la educación a distancia"). Sistema de Universidad Virtual, Universidad de Guadalajara. Recuperado de http://recursos.udgvirtual.udg.mx/biblioteca/handle/123456789/1351
Navarro, Ricardo y Alberdi, Cristina. (2004). Educación en línea: nuevos modelos de la relación docente-alumno (Ponencia). Primer Congreso Latinoamericano de Educación a Distancia, Latineduca. Recuperado de http://ldc.usb.ve/~abianc/materias/postgrado/Alberdi_Cridtina.pdf
Peters, Otto. (2000). Digital Learning Environments: New possibilities and Opportunities. International Review Research in Open and Distance Learning, núm. 1. Recuperado de http://www.irrodl.org/index.php/irrodl/article/view/3/336
Review of the technology enhanced learning (TEL) (2005), Ekos Research Associated.
Salinas, Jesús. (2004). Innovación docente y uso de las TIC en la enseñanza universitaria. Universidad y Sociedad del Conocimiento, vol. 1, núm. 1. Recuperado de http://www.uoc.edu/rusc/dt/esp/salinas1004.html
Salinas, Jesús. (1999). Rol del profesorado universitario ante los cambios de la era digital. Perfeccionamiento Integral del Profesor Universitario, Primer Encuentro Iberoamericano. Universidad Central de Venezuela. Recuperado de http://tecnologiaedu.us.es/cursos/29/html/bibliovir/pdf/gte40.pdf
UNESCO (2008). "Estándares de competencias en TIC para docentes”. Recuperado de http://portal.unesco.org/es/ev.php
Downloads
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
