English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Este ensayo es el resultado de una revision de literatura que presenta la posicion adversa de dos grandes expositores de la tecnologia educativa: Richard Clark y Robert Kozma; el objetivo es manifestar la postura de las autoras sustentada en las investigaciones y, sobre todo, en los aportes de G. Salomon para la comprension de los efectos cognitivos de los medios, dados sus atributos tecnologicos, simbolicos y de procesamiento. Para ello, se consulto Learning from Media: arguments, analysis, and evidence de R. Clark y la contraposicion de Kozma en su articulo: Robert Kozma´s counterpoint theory of “Learning with media. En cuanto a la construccion del documento, se siguieron las recomendaciones de J. Galvan: se definieron el tema y los descriptores, se buscaron los libros y articulos mas representativos y se crearon fichas electronicas; como paso final se elaboro el ensayo. Coherente con la posicion de Clark, las autoras concluyen que la tecnologia, en si misma, no promueve el aprendizaje, y que como artefacto, cualquiera que sea, solo es un medio; sin embargo, son partidarias de que, tal como lo expreso A. Kay -hace dos decadas- la tecnologia no es neutral, acarrea una serie de implicaciones no solo en la forma en que externamente se actua con ella, sino tambien en la generacion de modelos cognitivos o marcos de pensamiento; ahi se coincide con la posicion de Kozma y Salomon. Por lo tanto, es necesario contemplar, en su integracion, a los procesos de ensenanza y de aprendizaje, un conjunto de principios pedagogicos que las convierten en palancas para el pensamiento. This document is the result of a review of literature that presents the adverse position of two large displays of educational technology: Richard Clark and Robert Kozma, the aim is to show the position of the authors supported by research and, especially, in G. Salomon´s contributions for the understanding of the cognitive effects of the media, given its technological attributes, symbolic processing. For the purpose of this work, it was neccesary to consult Learning from Media: Arguments, analysis, and Evidence of R. Clark and Kozma opposed to in his article: Robert Kozma's counterpoint theory of Learning with media. As for the construction of the document followed the recommendations of J. Galvan: definition the topic and keywords, search for books and more representative and electronic records. Later the authors developed this document. Consistent with Clark's position, the authors conclude that technology itself does not promote learning, and as artifact, whatever, is only half, however, are in favor of, as expressed by A . Kay-For two decades, the technology is not neutral, carries a number of implications not only in how it acts externally, but also in the generation of cognitive models or frames of thinking,according with the position Kozma and Salomon. It is necessary to integrate the processes of teaching and learning, a set of pedagogical principles thet become levers for thought.

Análisis del debate sobre el efecto de los medios tecnológicos en los procesos de aprendizaje