Children and adolescents facing the digital classroom under tension: Elements to (de)problematise the school
Abstract
The article aims to identify and analyze the structural and functional elements in the integration of technologies in the school environment, with the purpose of giving value to problematization as a way to bring about educational change. To this end, through a qualitative methodology, the experiences of the different actors in the educational community are explored, with special emphasis on the voice and experience of children and adolescents, seeking to identify challenges, problems, opportunities and potential solutions in the transformation. digital education and the stressed classroom that involves the coexistence of two educational paradigms: traditional and digital. Among the results, the need to promote pedagogical reflection that takes into account the active participation of students in the definition of their educational experience stands out, as well as advocating for inclusive, participatory education with innovative approaches.
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