Plataformas digitales y sus fracturas pedagógicas

Abstract

The document is generated before the lack of a serious debate on the reflective use of the TIC within the education, because with its arrival, an explosive has been generated on valuation of the technological element in its possible decisive intervention for different problematic the educative ones. In addition, with the present form of use of the TIC, a series of strategies is prevailing that relegate the pedagogical thing to secondary planes, and merely technicians. Didactically he is questionable that with the use of these technological resources does not exist a oriented integration to solve educative necessities. It is moment for locating the center of the educative activity, not by attachment to convencionalismos, but by a necessity to save the fractures, breakups that are undertaking to the educative process. A greater methodologic rigour in its application and development thus to produce fecund resources is necessary. I do not propose the exile of the TIC in the education, on the contrary, I make the recognition of a conditional historical relation, but that requires a series of transformations at different moments from the educate process. Finally, in this article, after observing 105 virtual courses, I descriptively analyze the necessity of an elaboration methodology and pedagogical evaluation for this modality of formativo work, hoping that the set of the exposed elements, serves the surroundings as competition of transformation of the teaching staff.