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Humanistic Educational Theoretical Vision of the Generation Z 3.0 in Complex Times

 

Author: Carlos Liborio Camacho Quintero  

Universidad de Los Andes, ULA

ccamacho@ula.ve; clcamachoq71@gmail.com  

Mérida, Venezuela

 

Abstract

The purpose of this research is to generate from a theoretical humanistic vision cognitive strategies for building knowledge of the Z 3.0 generation, where the teacher says that her students are a true digital natives and the theory of mind to achieve cognizant results. From the methodological point of view, the study is located within the qualitative paradigm in which the dialectical hermeneutic method is used. Regarding key informants were four (4) assigned to the Institute of Geography professors in technical interview was used, and as the semi-structured interview instrument applied. Data were processed using the categorization of information, while the reliability of research is given by triangulation thereof, and with reference to the analysis technique, was made by reviewing the material collected and coding thereof for its respective interpretation. The research is based on a theoretical construct based on systems theory, which attempts to unveil technological processes and flexible learning environments in virtual classrooms in the digital age. The author concludes that informants highlight the need to be trained in their pedagogical practice. to transform the curricular competences based on e-learning and b-learning that respond to these challenges of globalization.

 

Keywords: knowledge; humanism; teacher; learning.

 

 

 

Visión Teórica Humanística Educativa de la Generación Z 3.0 en Tiempos Complejos

 

Resumen

El propósito de esta investigación es generar desde una visión teórica humanística estrategias cognitivas para la construcción de conocimiento de la generación Z 3.0, donde el docente expresa que sus estudiantes son unos verdaderos nativos digitales y con la teoría de la mente alcanzar resultados cognoscentes. Desde el punto de vista metodológico, el estudio se ubica dentro del paradigma cualitativo en el cual se hace uso del método hermenéutico dialéctico. En relación con los informantes claves fueron cuatro (4) docentes adscritos al Instituto de Geografía, en cuanto a la técnica se empleó la entrevista, y como instrumento se aplicó la entrevista semi estructurada. Los datos se procesaron por medio de la categorización de la información, mientras que la fiabilidad de la investigación está dada por la triangulación de la misma, y con referencia a la técnica de análisis, se hizo con la revisión del material recopilado y codificación del mismo para su respectiva interpretación. La investigación se apoya en un constructo teórico basado en la teoría de sistemas, que intenta develar en la era digital los procesos tecnológicos y ambientes de aprendizajes flexibles en aulas virtuales, el autor concluye que los informantes destacan la necesidad de ser capacitados en su praxis pedagógica para transformar las competencias curriculares basadas en e-learning y b-learning que responden a estos desafíos de la globalización.

 

Palabras clave: conocimiento; humanismo; docente; aprendizaje.

 

 

 

1. Introduction

The globalization in society of information and communication networks of the education system is part of humanity, interpersonal relationships move in virtuality directly affecting the family, community, educational and professional context, humanism become part of the intellectual heritage, based on functionalism and cultural and existential instrumentalism, we are in a technological world, this planetary era is complex and specifically the education that is involved in intelligent social networks

 

The planetary age represents a whole of the human condition and derives in parts that must be known and understood from a complex approach; global humanity is in constant changes and ways of seeing the world, globalization from a virtual thinking is mediated by the innovation of the internet, equally the media and the use that constitutes the native digital generation in the knowledge society.

 

The evolution of the world affects human activities, there is much uncertainty about the scientific-technological era, because it impacts educational processes, human cognitive capacity leads us to be reflective and communicative people for innovation in social networks that carry a challenging message, the The technological gap is less and less limited by the digital connectivity that surrounds both the student and the teacher in the classroom.

 

Modernity gives way to postmodernity in the technological era, where smart devices based on tiny memories of great capacity used in cell phones, cameras and computers are observed, however, human beings will not be displaced by this technology, they produce it, the analogous is just history and starting point for the new digital advances produced by this generation called Z.

 

For Iñaki (2017): the term generation Z, also known as centennials, has emerged from a generation characterized by relying on technology and living accustomed to interactions in a virtual world, its dependence on mobile devices, computers, tables digital, electronic whiteboard, interconnected to social networks and platforms, that is, the slang that addresses this virtual environment.

 

The virtual environment of this generation Z, increases the creative thinking in the student, these digital natives to communicate use digital environments, they like synergy and collaborative work, the purpose is to break the paradigm of traditional education 1.0, take the qualitative leap to constructivist education 2.0 until we reach education 3.0 or connectivist, which is the digital age that allows us to face the challenges of the modern educational society.

 

Native digital students in this technological age act semantically differently from digital and analogous teachers. It is interesting to mention that generation Z, their brain is complex and physiologically dissimilar to both digital and analogue immigrants, as a consequence of having grown up in a virtual and cybernetic world.

 

This generational socio-cognitive gap impacts the development of this generation, education is going through an economic crisis in the world that significantly affects traditional education, for this argument virtual education is a possible solution in undergraduate and graduate, teachers of the XXI century must modernize their thinking, update their skills to avoid instructing students of the nineteenth and twentieth century who handle technology and therefore are updated in any field.

 

Praxeology in teaching at university level has shown that the arrival of ICT in the educational setting is necessary to improve educational quality, web 2.0 or social networks generate pedagogical tranquility and can become synergy for the development of educational proposals virtual, technology also facilitates collaborative learning and construction of interconnected communities where we are all apprentices.

 

This fact poses to us as researchers the challenge of reconsidering the new teacher based on technological principles in face-to-face and blended learning, so that they can access virtual knowledge from their own perspective, creative, critical, beneficial, optimizing in this way their integral training in the face of the vanguardist demands imposed by the mastery of new information and communication technologies.

 

For the above, the following question is asked: How to explain from the theory of the mind the knowledge of the generation Z, in the humanistic framework of complexity? To answer the previous question, it is necessary to systematize the research to through expectations, namely: How does this generation learn? Is it possible that your brain is programmed to code and decode differently?

 

2. Theoretical references

2.1. Research Background

In all scientific research, the researcher must deepen to know the state of the art of knowledge, with a compilation and synthesis of those that present points coinciding with the research, supported by the main ideas to argue the information, whose primary concepts are considered to be very important. value.

 

Fernández and Fernández (2016): conducted a research entitled "The teachers of Generation Z and their digital skills", noting that the presence of technological resources in the centers and the high capacities of the students of the Generation Technology or Generation Z, not they are enough to develop digital competence in students. The authors affirm that the fundamental key is determined by the technological and pedagogical competences of the teachers. In their work, they analyzed the level of ICT competences of Primary and Secondary teachers, establishing a reference frame of reference adapted to the Spanish educational environment. The relationship focuses on the relevance of teacher training, developing in them particular skills and abilities, that allow them to acquire the essential skills for effective performance, focusing on the student awakening interest in matters essential for the development of humanity.

 

On the other hand, Jauam (2013): from the Universidad Abierta Interamericana presents a research entitled "Perception of Generation Z and school in the 21st century" with the purpose of knowing what this age group feels and thinks, based on their perceptions and behaviors, their beliefs about the adaptability of the school with the new technologies and the teaching methods of the educational system at present, that is, among the main findings, there were substantive generational discrepancies between teachers and students associated with the outdatedness of the current educational system , coupled with the weakness in digital skills present in their teachers. Likewise, the thesis is sustained on the changing and globalized world in which these subjects called Generation Z have lived, permeated by technological stimuli of all kinds. These observations give an account of the gap between the ways of teaching and learning of this time and the characteristics of today's students, predisposed to digital, immediacy and online content as a search preference for information.

 

2.2. Theoretical Context

It is pertinent to mention that the researcher can find discrepancies in the visions and positions between digital immigrants and digital natives that belong to Generation Z. Therefore, their task is to unify the positions and create an integrated view of the reality found to deepen, likewise The precepts of the Theory of Mind and Complex Thought have been selected as theoretical references, in order to try to design cognitive strategies for the social construction of knowledge, understanding the mentalistic capacities that these children have developed through the stimuli of the digital culture and the need, that from the teaching, it is required to make a reflective and complex exercise to face these challenges.

 

3. Methodological framework

3.1. Materials and methods

The research was carried out in the Institute of Geography, Faculty of Forestry Sciences of the University of Los Andes (ULA), destined to diagnose the causes of the professors who work in that institution. Regarding not using the appropriate technology with native digital students belonging to generation Z, however, it is assumed as an operational strategy to carry out research, the qualitative method with a hermeneutical tendency, since the description of certain behavioral practices of the professors of this institution indicated above, in a specific institutional space, whose relations are regulated by norms that establish obligations, rights and customs.

 

For Martínez (2006a): "... a debate that transcends the method is generated, here the discussion about the so-called hermeneutic circle and its methodological discussions is framed". (page 23) It is necessary to mention the importance of hermeneutics in social research, because it allows in-depth interpretation, providing meaning to the informants' findings.

 

In this order of ideas, hermeneutics incorporates into the text the dialectical method for the subject where the recognition gives the researcher openness to discern in each paragraph, equally the qualitative approach integrates the dialectic in the hermeneutics, the human being by nature is critical, discursive and interpretive in its environment, reasoning and dialogue gives certainty minimizing errors, it is necessary that the researcher understand the equanimity of their epistemological currents.

 

Martínez (2006b): proposes a qualitative design of the investigative process based on sequential steps that lead the researcher to focus sequentially from the selection of the method to the theorization.

 

Figure 1. Qualitative Process.

SEE IN THE ORIGINAL VERSION

Source: Martínez (2006).

 

When beginning to execute each step, the process of data collection begins, the information provided by each key informant is a primary source when establishing the diagnosis of the context under study. According to Sabino (2002): "... an instrument of data collection is any resource that the researcher uses to approach phenomena and extract information from them" (page 99).

 

However, the unit of analysis details each key informant in their direct or indirect link with the Institute of Geography, the categorization process together with the specific objectives determines the delimitation of each dimension and found finding, the project continues to be directed to design the triangulation, which is of vital importance for the development of the construct based on the theory and circle of Dilthey.

 

Table 1. Selection of the Analysis Units (Key informants)

Source: The Author (2018).

 

In any case, the criterion of the initial intentional sample is assumed, in the sense of consulting the opinion of those people who have more information about the problem under study, framed in the edges of education 3.0, generation Z and disruptive learning. This fusion is taken from the researches of each key informant, generating the systemic and socialized integration in the virtual environment of this generation Z. It is probable that some people indicate a greater impact on their emotional stability due to this problem in the work environment.

 

In this case, the data was collected through interview techniques and the participatory observation method or method, through the application of tools such as the field diary or guides that allow fulfilling the objective of obtaining information on the indicators established for the study of education 3.0, generation Z and disruptive learning.

 

The field research, with the collected data, constitutes the researcher essential pieces when analyzing the interview guide constituted by 22 open questions to inquire about the virtual competences of the educational actors (teachers) in their pedagogical and learning actions for the construction of knowledge , the population consisted of four (04) teachers as key informants of the aforementioned Institute, the answers provided by the informants, form the reference and support of each objective, these axioms serve as a theoretical basis for the proposed study.

 

3.2. Development, Results and Discussion

The research process sequentially addressed the information provided by the units of analysis by each informant through the interview and direct observation, as well as the process of triangulation based on the integration of categories, as well as the position of experts to generate a supported theoretical vision in the complexity of the professor assigned to the Institute, taking into account to which technological generation each key informant belongs, to correct attitudes of resistance to change, to improve communication with these digital natives.

 

3.3. Categorization of Experiences

Table 2. Analysis of the Key Informant in Virtual Teaching.

Source: The Author (2018).

 

Figure 2. Triangulation of Experiences.

IC₁: Professor as a teacher of the Institute of Geography of the ULA.

SEE IN THE ORIGINAL VERSION

Source: The Author (2018).

 

4. Results

          In view of the objectives of the research, it allowed to characterize the human and technical skills from a humanistic and complex vision to the Teacher of the Institute; the students feel little motivation because the teachers of this dependency do not use the technologies, the professors as digital immigrants must be updated in the virtual education because they use obsolete data books, one solution is that the teacher works with bibliography of web repositories updated, this discussion also does not allow socialization in student decision making regarding virtual content and platform classes.

 

Consequently, many of the teachers are affected by not receiving updates in the area of ​​ICT, with incidents in geographic information systems that require updated technological knowledge, as we get with digital native students who have made the technology a way of life.

 

According to key informants, technological ignorance manifests itself in the institute in different ways, namely:

·       Lack of motivation for not having obsolete fourth- and fifth-generation technology in their cubicles.

·       There is no possibility of updating due to the Country situation.

·       Present problems due to lack of technological learning since teachers do not know how to use the Moodle ULA platform to implement courses and e-learning classes which would motivate the digital native student. Martínez (2011): within the dialectic hermeneutic method, the author considers it pertinent to capture the findings based on the hermeneutic circle suggested by Dilthey, which contains the analysis of reality through the model of what is found as a product of knowledge and interpretation. of the analysis units.

 

Figure 3. Dilthey's Hermeneutic Circle.

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Source: The Author (2018).

 

5. Proposal

Dilthey's circle, based on the qualitative approach, generates a theoretical construct based on the competences of the Institute's professor with respect to technological incidence. It is worth noting that a theoretical construct was generated based on the Z generation and disruptive learning, which allowed the grouping of theories, findings and philosophical dimensions to design and identify competences and include them in the curricular unit, this cognitive information of the key informants interviewed elucidated the theoretical construct based on systems theory.

 

Education 3.0, breaks the paradigms of analogous teachers and digital immigrants under a complex humanistic vision, as stated in this research, is associated with the Categorization and Triangulation that formed as a result the hermeneutic circle suggested by Dilthey adapted to the Institute of Geography of the ULA; systemically, the theoretical construct based on generation Z and disruptive learning is created, which is represented as:

 

Figure 4. Structure of Systematic Thought.

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Source: The Author (2018).

 

Entry:

Key informants and the Institute of Geography of the ULA.

 

Process:

Generation Z and disruptive learning, merged into the following edges:

·       Flipped Classroom.

·       Social networks.

·       E-learning and b-learning.

·       Curricular holistic transformation.

·       Filtering information

·       Simulation of the experience.

·       Information and Communication Technology (ICT).

·       Feedback.

 

Departure:

Theoretical Construct

 

Figure 5. Theoretical Construct focused on Systems Theory.

SEE IN THE ORIGINAL VERSION

Source: The Author (2018).

 

5.1. Objectives of the Theoretical Construct

·       Encourage the Professor in the use of technologies.

·       Train the teacher platforms and web simulators.

·       Make use of the digital board when it is necessary.

·       Design of instructional programs.

·       Curricular update to education 3.0.

·       Encourage motivation and reinforce the teacher's self-esteem.

 

6. Conclusions

In characterizing the brain functions of generation Z, it must be handled from a holistic perspective, this research should be framed in the surrounding reality, with emerging factors and anthologies to seek reflections and social rethinking that suits those complex thoughts that ask to be addressed from a perspective of the Z generation from the theory of the mind, in this surrounding social dynamics, that is to say, that transcends until changing attitudes of life, with a creative, self-critical and proactive character.

 

The cognitive strategies from the humanistic approach for the construction of knowledge of the generation Z 3.0, generated epistemological, methodological and practical contributions of the research that are very useful to generate a theoretical interpretive model that facilitates the understanding of this generation, and open the debate on a solid academic training for teachers in the development of digital competences for the construction of teaching-learning knowledge, where the study is determined by creativity, innovation and technology, helping to generate theoretical-technological constructs in the field of The education.

 

By theorizing the explanatory processes of the generation Z 3.0, because of the epistemological implications it focuses on a dialectical hermeneutical vision in complex times channeled into virtual education to activate through cybernetic beliefs the human being reaffirming values, ethics morality, responsibility, dignity, integrity and excellence to recover that educational learning that has lost so many values ​​in society, teachers must be updated and at the same time teach virtually with educational platforms such as the Moodle that is used in the University of Los Andes and thus with the application of the theoretical construct virtual classroom and blended learning will be of great help in the training of the student born in generation Z. 

 

7. References

Fernández, F., & Fernández, M. (2016). Los docentes de la Generación Z y sus competencias digitales. Comunicar, XXIV(46), 97-105. ISSN digital: 1988-3293, ISSN impreso: 1134-3478. Recuperado de: https://doi.org/10.3916/C46-2016-10

 

Jauam, G. (2013). “Percepciones de la Generación “Z” y la escuela en el siglo XXI”. Rosario, Argentina: Universidad Abierta Interamericana. Sede Rosario - Campus Roca. Recuperado de: http://imgbiblio.vaneduc.edu.ar/fulltext/files/TC113932.pdf

 

Martínez, M. (2006a,b). Ciencia y arte en la metodología cualitativa. México: Editorial Trillas, págs. 20-32.

 

Martínez, M. (2011). Epistemología y metodología cualitativa en las ciencias sociales. México: Editorial Trillas, págs. 30-55.

 

Sabino, C. (2002). El proceso de investigación. Venezuela: Editorial Panapo, págs. 92-99.

 

Iñaki, O. (2017). El Dilema de la Generación Z. Madrid, España: Deusto Business School. Este artículo se publicó originalmente en el diario ABC el día 16 de abril de 2017. Recuperado de: http://www.inakiortega.com/2017/04/el-dilema-de-la-generacion-z.html

 

 

Carlos Liborio Camacho Quintero

e-mail: ccamacho@ula.ve; clcamachoq71@gmail.com

 

Born in Venezuela Doctor in Advanced Management, Postdoctor in Management for Human Development (ULA), Magister Scientiarum in Business Management, Systems Engineer, Bachelor of Business Administration, Senior University Technician in Computer Science, Senior University Technician in Marketing. Administrator in TICs Institute of Geography, Faculty of Forestry Sciences (ULA). Teaching Component (ULA), Professor at Universidad Fermín Toro, Professor at UPEL, Diploma in Teaching Component in Distance Education, International Diploma in ICT, Researcher PEII ONCTI, PEII ULA, courses, workshops, congresses, papers, scientific articles, tutor, jury in thesis defense (ULA, UNEFA, UPEL and UFT).

 

The content of this manuscript is disseminated under a Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International

 

- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.1.20-38