Transformations in education - new technologies, audiovisual and the digital native as a myth

Abstract

In this paper we discuss audiovisual media, new information and communication technologies that bring to school the urgency of transforming their methods. We deal with the frequent use of the terms native and digital immigrant, coined by the North American Mark Prensky as elements that opposes students and teachers. We point to the need for a broad debate about how the school should seek mechanisms to use the new means present in society but incipient in the processes of learning and transforming the role of the teacher of knowledge holder into mediator. Also, the teacher must be able to connect with the student who brings a lot of information to school, but little reflection. In addition how can these changes contribute to the consolidation of critique beyond the common-sense divide that on one side are actors "enlightened" by new technologies, so-called digital natives and on the other "dinosaurs," digital immigrants distant from the technological transformations. This represents in our understanding the false dichotomy that can be broken through the continued formation of teachers and their access to new means. To oppose Prensky we have as reference, among others Kirschner (Holland) and Bruyckere (Belgium). And as a theoretical reference for the discussion of contemporary society, Hall and Bauman.