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Translated Version -
Theoretical Propositions for the Citizen Formation
Mediated by Technology
Author: Tania Margarita Martínez de
Padrón
Universidad
Latinoamericana y del Caribe, ULAC
Caracas,
Venezuela
Abstract
The research presented emerges from the connotations concerning the
formation of the citizenship by the information technology and communication.
Be part of the conception of the current citizen and the influence that has
emerged through the utility of the various social networks, as well as Canaima
education project and the guidance provided to schoolchildren in this sense.
The general objective was to generate propositions theoretical that guide the
formation of citizenship mediated by ICT in the primary schools of Santa Teresa
del Tuy. The methodology used was the qualitative paradigm, based on the
interpretative phenomenological approach of Heidegger, which is interested in
discovering and understanding the meanings, habits and practices of the human
being. Castle (2000: 5). The researcher approached the field object of study to
observe, describe and interpret a reality. As an instrument used the interview
in depth. The information obtained was recorded in pictures which allowed to
comply with the development of specific objectives through triangulation. On
whose findings prevailed deviating from the use of technological tools and how
these have formed the formation of citizenship in school children in their
behavior and actions. At the same time, allowed know from educational
technological approach, that sparing the teacher provides guidance that
redirect the formation of citizenship. Also was the stated objective as it was
the theoretical propositions that guide the formation of citizens ICT-mediated.
Keywords: training; citizenship; ict.
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Date Received: 21-07-2017 |
Date Acceptance: 02-10-2017 |
Proposiciones Teóricas para la Formación de la Ciudadanía
Mediadas por la Tecnología
Resumen
La investigación que se presenta emerge de las connotaciones referentes a
la formación de la ciudadanía mediada por la Tecnología de la Información y la
Comunicación. Se parte de la concepción del ciudadano actual y la influencia
que ha emergido mediante la utilidad de las distintas redes sociales, así como
del Proyecto Canaima Educativo y la orientación que se les brinda a los
escolares en este sentido. El objetivo general fue Generar Proposiciones Teóricas que orienten la Formación de la
Ciudadanía mediada por las TIC en las escuelas de Educación
Primaria de Santa Teresa del Tuy. La metodología empleada fue el paradigma
cualitativo, basándose en el
enfoque fenomenológico interpretativo, la cual se interesa en descubrir y
entender los significados, hábitos y prácticas del ser humano. Castillo (2000:
5). El investigador se acercó al campo objeto de estudio para
observar, describir e interpretar una realidad. Como instrumento se empleó la
entrevista en profundidad. La información obtenida se registró en cuadros que a
través de la triangulación permitió cumplir con el desarrollo de los objetivos
específicos. En cuyos hallazgos prevaleció la desviación del uso de
herramientas tecnológicas y cómo éstas han configurado la formación de la
ciudadanía en los escolares en su comportamiento y accionar. A la vez, permitió
conocer desde el abordaje tecnológico educativo, que
escasamente el docente brinda orientaciones que redireccionen
la formación de la ciudadanía. Asimismo, se obtuvo el objetivo planteado como
lo fue las proposiciones teóricas que orienten la Formación de la Ciudadanía
mediadas por la TIC.
Palabras clave: formación;
ciudadanía; tic.
|
Fecha de Recepción: 21-07-2017 |
Fecha de Aceptación: 02-10-2017 |
1.
Introduction
Information and Communication Technologies (ICT) were intentionally
created to promote the development of different sciences, especially in
education, in favor of the teaching and learning process through the use of
materials, tools and strategies that can strengthen the theory and practice
within the classrooms at all levels and modalities, whether face-to-face or
virtual.
In this order of ideas, with the support of technological tools within
the educational field, students have access to a wide range of information
offered by the knowledge society in which the proper handling of terms and
concepts of any area plays a role preponderant within the learning and citizen
education of the student.
It should be noted that in Venezuela through the Ministry of People's
Power for Education, the incorporation of the Canaima Educational Project,
consisting of the provision of a portable personal computer to each student
from the second grade of basic education, has arisen for this purpose. This
plan enriches the role of the teacher, and channels it towards the stimulation
of innovative strategies, towards the significant planning of attractive
activities of the learning activities, as well as facilitates the
individualized attention when orienting in a significant way the use of the
technological tools.
On the basis of the above, for the process of citizenship formation,
ICT, includes a relevant piece by proposing that students develop into a set of
tools (knowledge-understanding, skills and aptitudes, values and
dispositions), that guarantees their participation and sensitive roles and
responsibilities that assume the future. In this regard, when talking about the
formation of citizenship, in agreement with UNESCO (cited in Morawietz, 2015),
define it as:
"Learn to
live with others, respecting them", specifying that "the idea on
which education for citizenship is based is that education must contribute to
people having the means to interact with society and participate in
decision-making that lead to social, cultural and economic policies".
"Civility can not be limited to political issues. It is a daily reflection
on consumption, transport modes and behaviors to be observed with respect to
fellow citizens" (p.4).
To this end, just as technology has been a support for technological
advances, it is intended that this support be transferred to the education of
citizens from primary school, in order to achieve a broad improvement in the
educational process and to seek the organization of the country. form better
citizens.
In this regard, the teacher must reflect and understand that the use of
ICT in education is a key point to significantly improve the results of the
teaching-learning process and comprehensive training of students. Also, take
into account what was raised by Ausubel (cited in Luján and Salas, 2009), in
the constructivist theories and the development of skills, that by implementing
these tools will allow both teachers and students to obtain great benefits from
its use.
However, despite the usefulness and use of technologies, specifically
social networks as a means to interact in society, it has become evident that
in schools, although they have the tools, such as the so-called canaimitas,
they resist to the application of the same in the programs for the formation of
the Citizen. According to Hoyuelos (2006), referring to it, he describes that
it is observed in the classrooms of Primary Education that some teachers show
their apathy for the implementation of current technologies in education and
have structured strong barriers preventing the development of these tools
inside different educational centers.
Likewise, in accordance with what has been described above, as a
researcher it has been shown that teachers continue to seek to strengthen
citizenship formation in students through the transmission of sufficient and
comprehensive knowledge of national history, the structures and processes of
government and political life, with the classic modes of civic education, where
students get involved in a vague and timid way with their civic commitments.
To this particular, the author reflects that students must be motivated
to learn citizenship in an active way, that they experience in the school
community, local and global and, particularly, participate in a democratic
community through the use of technological tools. Through which the teacher
must mediate to address this utility in a formative way in the citizen and not
deformation of values as evidenced in everyday life with the use of social
networks by young people.
It should be noted that in primary schools in the central area of
Santa Teresa del Tuy, teachers do not escape from this problem, as it is
evident that they give little use to the Canaima Educational Project for
teaching in schoolchildren and there is little orientation that these receive
to enter the Internet networks, as well as the different social networks, in
which they receive multiple messages that contribute to deform the citizen who
is in formation, in the aspects of social values, sexuality and identity
education both personal and national.
In accordance with this approach, the researcher proposed to Generate
Theoretical Proposals to guide the formation of Citizenship mediated by
Information and Communication Technology in primary schools in the center of
Santa Teresa del Tuy. Through them, the teacher will begin to highlight their
educational work by implementing strategies that will lead to developing a new
citizen education medal ICT.
On the basis of the above, the following questions arise:
What are the pedagogical methodologies inserted in the Tic used by
teachers of primary schools in the center of Santa Teresa del Tuy when
orienting the formation of citizenship in students? How has the educational orientation
assumed by the teachers of these primary schools faced with the use of
Information and Communication Technology for the education of the students'
citizenship? What is the meaning assigned to them by the teachers of the
aforementioned schools, to the use of ICT in the process of citizen education
in the students of these schools? What orientations can arise through this
inquiry for the generation of theoretical propositions in the Formation of
Citizenship through Information Technology and Communication?
2. Theoretical
foundation
2.1. Conceptions
of citizenship.
When carrying out the conception of citizenship it is
necessary to review its historical background that produced its conformation.
According to Horrach (2009), Citizenship, traces its origin to ancient Greece,
in Athens, where a social system of hierarchy, although not authoritarian,
worked, the citizenship was evolving from a position of control to a direct
exercise of power. The author maintains that it refers to a model with a spirit
that consisted in developing a project of autonomy according to which each
individual was important for the functioning of the community, in such a way
that citizens and State did not differentiate.
In
this regard, according to Rueda (2009), today, the evolution of citizenship has
been significantly impacted with the arrival of information technologies and
social communication, however, at this time citizens are fully aware that with
the The appearance of this phenomenon is not enough for the development of the
country and better citizens, because it is inexorable to have educational
policies that guide and direct its use towards an adequate training.
2.2. Communication and Information Technology and
Education.
The new information and communication technologies
(ICT) are those computational and computer tools that process, store,
synthesize, recover and present information represented in the most varied way.
According to Castell, (2013), when referring to these tools, he mentions that
they represent channels and supports for the treatment and access to
information, he also states that through them, multiple contents are shaped,
recorded, stored and disseminated. Alluding to the author that some examples of
these technologies are the digital blackboard (personal computer + multimedia
projector), blogs, the podcast and of course, the web and wikis.
It should be noted that the new technologies are not
an end in themselves, but an instrument whose way of functioning is necessary
to learn, in order to be used appropriately as resources to teach, study,
motivate, facilitate understanding, incorporate new knowledge and skills, in a
much more satisfactory way, stimulating multiple intelligences.
It is necessary to point out that, today, there is a
time when the concept of education and knowledge is reversed, since students
usually know and master these electronic devices and their software, with
absolute sufficiency while many of the adults who direct their learning look
for on the other hand, immobilized by the fear of change. In the midst of the
Internet revolution, and with the self-taught knowledge that schoolchildren are
acquiring in their homes in front of their personal computers, the teacher is
staying behind the learner by not giving him the utility in his daily practice
in the teaching and learning process and thus provide better guidance about its
use by the student.
3. Methodology
The research is undertaken with the purpose of
Generating Theoretical Propositions in the Formation of the Citizenship
mediated by the TIC in the schools of Primary Education of the central helmet
of Santa Teresa of the Tuy, all this, because at present the Technologies of
the Information and Communication (ICT) connectives and socioconstructive in
virtual communities, are an impact on the configuration of global citizenship,
offering sociocultural innovation and the change of mentalities and societal.
This consideration leads to frame research under the
paradigm of Qualitative nature, which Taylor and Bogdan (1996), refer to as
that which is carried out from within the studied situation, capturing the
reality of what people say and do. In addition to this, due to the need to
interpret this reality, the formation of citizenship under the configuration of
the use of technology is considered the interpretative character, as the
formation of citizenship of the context (of globalization) oiled telematically
by the ICT, is configured in an unprecedented context of knowledge and
information, expressed in social media and ICT (Fainholc, 2009).
In this regard, the research is based on Heidegger's
interpretative phenomenology approach, which is interested in discovering and
understanding the meanings, habits and practices of the human being, Castillo
(2000: 5). Human beings are in a world possessed of relationships, practices
and commitments acquired in a culture, hence the technological culture has
influenced the human being in different ways, being in the case of this study,
its influence with the treatment and the practices of communication technologies,
specifically social networks.
In the research, the Constant Comparison method is
used, which according to Sandoval (1997), is a continuous review and comparison
of the captured data to build reality theory. The implementation of this method
helps to develop and compare new mental categories and introduce notions of
space and time, opposition and contradiction, which may be foreign to
traditional thinking.
In the case of this study to generate Theoretical
Propositions in the Formation of the Citizenship mediated by the Technology of
the Information and Communication in the schools of Primary Education, the
technique of the interview was used that according to Rojas (2010: 85), it is
defined as an encounter in which the interviewee tries to obtain information,
opinions or beliefs of one or more persons.
With regard to the instrument to be used, the in-depth
interview was considered, which allowed in principle, based on the questions of
promoters, to start the conversation and from there to generate new questions
that arise from it.
The informants were the teachers of the Primary
Education schools of the central helmet of Santa Teresa del Tuy, whose
characteristics were the following: 1.- Teachers of the 6th grade of Primary
Education. 2.- Degrees that Canaimitas acquired and 3.- Teachers who work with
the Canaima program. Being made up of four (4) teachers from three (3) schools
in the center of Santa Teresa del Tuy.
To analyze the results obtained in the interviews, in
the case, of the Grounded Theory procedure, the analysis proposes three phases:
Stage
1. Open coding, in
agreement with the aforementioned author, involves a process of involvement
with the reality under study to begin to collect the information by various
means, in accordance with the research requirements. In this phase the process
of construction of categories that can arise from the subjects in vivo, but
also of the conceptual and theoretical elaboration carried out by the
researcher is initiated.
Stage
2. Axial Codification.
The relationships between the categories and the subcategories are identified,
which can lead to modify the initial structure, the generation of theory and
its validation with the data starts here. This generation of theory occurs when
the answers are given to when, where, why, what are the consequences of the
detected phenomenon.
Stage
3. Selective Coding, is
characterized by the identification of the main categories, more inclusive and
the modification of the structure depending on them. It is about integrating
and refining the categories. The production of the narrative text begins and
the validation of the theory for its final presentation continues. It should be
noted that the researcher considered several phases to follow, for a logical
order, according to the needs of the study:
Phase I. Detection of the Object
of Study and Arqueo of the Information.
Determination of the research: it will
be understood by the approximation to the approach of the problem, the
objectives and justification, as well as, the strategies that will contribute
to realize it and make it concrete.
Phase II. Organization of
theoretical information for the construction of the State of the Art.
In this phase, from the concretion of
the object of study, and the bibliographic revision developed, the
bibliographic material related to the subject is organized and classified,
identifying the antecedents and the theoretical bases.
Phase III. Search for Information
in the Field.
It constitutes the realization of the
three (3) moments of interaction for the search of information: Moment 1:
access to the field and confidence conditions. Moment 2: Presentation of the
interview. Moment 3: Validation of the information obtained through the
recapitulation.
Phase IV. Analytical lattice.
This phase implies that the researcher
uses diverse methods or procedures to organize the information that allows him
to construct the codifications. Among the procedures to be considered are:
Download the information and set it in tables that allow viewing to read and
reread the information obtained. Selection of units of heuristic analysis, that
is, offering information relevant to the study and stimulating the reader's
understanding of the problem studied. Each unit of analysis must contain as
many categories and subcategories as arise in the analysis process.
Phase V. Construction of the Theory.
This
phase allows the reconstruction of reality based on the findings found.
Next, the results obtained as a product of the
interviews with the key informants are detailed. They are made based on partial
citations in order to interpret the meaning of Information and Communication
Technologies (ICT) in the process of citizen education, considering the idea of
Sanmartín (2003: 105), who expresses that: "In the writing that we
finally build, there are partial citations of what was recorded in the
interviews".
For the
understanding of the data obtained, thematic blocks were constructed that arise
from the triangulation of the answers given by the teachers interviewed:
(a)
Educational end of the Canaima Program. The educational purpose of this program
is to include technological tools within the classroom to achieve the reach of
technological development from primary education and provide educational
guidance in these media and the usefulness of the school.
(b)
Canaima as a tool in the classroom. This tool allows the teacher to implement a
technological learning environment, modernizes the teacher's strategies and
encourages the acquisition of modernization in the classroom and knowledge.
(c)
Process of socialization and values in schoolchildren. This process of
socialization begins in the family, takes place in the churches and continues
in the school and now the social networks exert influence on it, since the
individuals have been socialized in a significant way through them. Therefore,
a process of training of parents and teachers is required so that they begin to
supervise this very modern socialization process.
(d)
Citizen Training in schoolchildren. The formation of the citizen begins in the
home and in the community, the school reaffirms and guides it, however, social
networks are intervening in this training, through all the contents that are
shared in the internet networks. It is necessary that adults, parents and
educators take part in what is planned to channel and guide values, as well as
create awareness of what schoolchildren observe and use to form values,
sexuality education and identity and form citizenship through of these tools.
4. Findings
This section is aimed at showing some findings
found as a result of the analysis carried out throughout the investigation. In
order to do so, and their better understanding, these are considered in the
same order as the specific purposes proposed and in order to answer the
questions posed by the researcher.
Question 1. What are the pedagogical
methodologies inserted in the ICTs used by teachers in primary schools in the
central area of Santa Teresa del Tuy when orienting the formation of
citizenship in students?
1.- Take advantage of the informal
conversations of the students to address any topic that arises outside the
planned content.
2.- Reinforcement activities in the
development of any content.
3.- Activities related to the learning project
that allow to use Canaima.
4.- Research as a strategy for the development
of topics of both ICT and Citizen Training.
5.- Research activities that allow the student
to acquire new knowledge.
6.- Replacement of the notebook and pencil for
the use of the computer (Canaima) for the maximum use of the resource, in this
way they learn to value and take care of their equipment.
Regarding the second purpose, which leads to the question: What has been
the educational orientation assumed by teachers of primary schools in the
center of Santa Teresa del Tuy before the use of Information and Communication
Technology for training of the citizenship of schoolchildren?
1.- Continuous and advanced training process for teachers, who are the
ones who will guide the teaching and learning process of their students.
2.- Permanent monitoring of the use and management of the Canaima
Program.
With regard to the third specific purpose that guides towards What is
the meaning assigned by teachers of primary schools, to the use of Information
and Communication Technologies in the process of citizen education in
schoolchildren in these schools? it can be pointed out that it is interpreted
towards the direct relation of values, considering that the use of ICTs has its
advantages and disadvantages, among the first (advantages), the following can
be pointed out:
1.- From the cultural point of view, learning from different cultures is
acquired by expanding the repertoire of knowledge in relation to different
social contexts and cultures.
2.- Citizen education as a way of acquiring norms and coexistence, must
be respected in the context of social networks, student participation and the
use of Facebook as a teaching strategy must be based on respect for the other
and all those who visualize the content given, since this is a medium that is
available to everyone.
3.- The Canaima Program offers the possibility for the student to
develop skills and abilities in different areas of learning.
Regarding the disadvantages, they can be pointed out:
1.- The insertion of Canaima Program planning has been taxable and
obligatory.
2.- The lack of follow-up or articulation with the social reality makes
impossible the work with the ICT, motivated to the weaknesses present in the
program, such as: (a) the non-assignment of computers to the teachers; (b) the
loss without replacement of the equipment to the children. (c) The failure to
have a repair or exchange center that allows the mini laptop to be carried for
presenting any damage or technical deterioration.
Finally, the specific purpose 4, referred to the question ¿What
orientations can arise through this inquiry for the generation of theoretical
proposals in the Formation of the Citizenship through the Technology of the
Information and Communication?, It can be indicated that many are the ideas
that emerged in this development, however, focused attention on the following
statements:
1 .- The need for empowerment by teachers in the use of ICTs that lead
to use the Canaima Program in the classroom.
2.- Promotion of the importance of a good citizen through the reflection
of topics that are oriented to research on the web.
3.- Diversification and expansion of the range of strategies that allow
the use of videos, cooperative practice, collaboration and information exchange
among peers through social networks.
4.- Promotion of a Repair, Loan and Exchange Center of Canaima
(CENREPREINCA), to streamline preventive and corrective maintenance of
equipment.
5. Theoretical
Propositions.
1). Technological Citizenship depends not only on the
investment of resources but also on the formation of values as responsibility
and commitment.
This theoretical postulate represents a fundamental
aspect in the development of the process of formation of citizenship,
considering as basic values the responsibility and the commitment, the first
as reference to the adequate use of social networks; and the second, to the
acquisition of knowledge that leads to social transformation.
Transformative education seeks to integrate from
humanism the teacher-student relationship by approaching learning from respect,
love and understanding of man towards himself and from man to man. Freire
(2004), says that transformative education seeks to be a practice of freedom
towards the transformation of the world.
Considering that ICT is the basis for new
relationships with people in a time-space-link scheme, schools have become
scenarios, not only of language learning, mathematics and other areas of
knowledge, now with the use of the computer in the classroom, they are
responsible for generating knowledge, building and reconstructing it in a
manner consistent with current society.
2). The school is not the only learning environment,
the technological space offered by the Canaima provides a host of opportunities
for collaborative learning in the network.
The school is traditionally the place for learning,
socialization and training of children, has represented a significant aspect in
the integral development that together with the family is the space for
coexistence and the formation of citizenship. Durkheim (1976), says that the
school "is a place where in addition to preparing individuals to be part
of the society that has welcomed them, responsible for their conservation and
transformation."
A learning environment is the space, the strategies,
the tools, which can be used in an enjoyable way to achieve planned objectives,
the environments can be classified as classroom, physical and virtual, the third,
closest to modernity, is realized with the use of the internet, through the
various tools offered by navigation, blogs, emails, virtual classrooms, and
which allow sharing, discussing and contributing information for reflection and
learning.
In this context, the virtual learning spaces, which
can be used in the Canaima Program, go to the School, or Canaima goes to the
Casa, it offers a great variety of opportunities to share and learn, among
them, we can mention:
1.- From videos seen in the home, various reflections
on a particular topic can be made, in the case of citizenship training, shorts
with experiences of various types can be offered, and students can be allowed
to think and look for alternatives of solution to the proposals made.
2.- Research on specific topics, to build summaries
and conclusions.
3.- Participation in school blogs, which generate
opinions and reflections on particular issues of people's behavior.
4.- The cooperative work for the construction of
stories, starting from an initial idea and each student is adding situations to
it.
5.- Share messages of motivation, respect and
coexistence through Facebook.
6.- Creation of school radios, children's newspapers,
healthy competitions, constructions such as virtual dictionaries, among others.
3). The teacher has a fundamental role and a challenge
to face in the formation of a citizenship and technological culture.
The school not only bases its evolution on the process
of teaching the letters and contents programmed according to the age and grade,
it is an institution that allows the collective construction of the norms,
values and principles for and from the coexistence, of such a way that is a
forger of fundamental elements to assume responsibly the teaching of democracy
and citizen participation, in such a way that it must constantly offer the
education of a good citizen, in the traditional social context, and now with
the use of technologies of Information and Communication, behavior adjusted to
respect in different social networks.
6. Conclusion.
Finally, it is important to refer to the description
by Martínez (2016), regarding: "The teacher must assume his new role in
the educational process, in order to provide quality education. The initial and
permanent training of teachers in the field of technology is essential to
ensure their adequacy to the educational environment in which they must develop
their teaching task" (p.102).
In this regard, the theoretical propositions presented
glimpse the task assumed by today's teachers, to which the aforementioned
author refers as regards the constant training that is a challenge in his
career, since ICTs became a means of life of citizens, especially of the
smallest that are in formation. For this reason, it is necessary to put into
practice innovative strategies that can turn the teaching without educational
guidance that is providing modern technology to citizens.
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Paidos.
Tania Margarita Martínez de
Padrón
e-mail: tania.martinez10@gmail.com
Born in Venezuela. Graduated in Education graduated from the Universidad
Nacional Experimental Simón Rodríguez (UNERS). Specialist in Planning and
Evaluation (UNERS). Diploma in Research. Universidad Nacional Experimental de
la Fuerza Armada Nacional Bolivariana. UNEFA Magister Scientiarum in
Educational Technology. Universidad Nacional Experimental de la Fuerza Armada
Nacional Bolivariana. UNEFA. PhD student in Education Sciences, Universidad
Latinoamericana y del Caribe (ULAC).
Deputy Director and Classroom Teacher in the exercise of: U.E.E.
"The cross". Postgraduate Professor of the Universidad Nacional
Experimental de la Fuerza Armada Nacional Bolivariana (UNEFA). Postgraduate Thesis Tutor (UNEFA).
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DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.14.268-288