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

espanolEste ensayo ofrece una lectura personalizante del uso de las Tecnologias de la Informacion y la Comunicacion (TIC) en la escuela, con el objetivo de mostrar la importancia del personal docente como educador que interpela los diferentes dinamismos antropologicos del educando: el intelectivo, como tambien el volitivo y afectivo. Cada docente interpela estos dinamismos de manera distinta a las TIC; la motivacion que genera en el educando no es equiparable a la de la concepcion del profesorado principalmente como facilitador de informacion. Asi, a traves de una revision critica de estudios relevantes en torno al uso de las tecnologias, y desde el enfoque de autores cercanos al personalismo integral, se presenta la necesidad antropologica de mantener el encuentro entre el cuerpo docente y el educando para contribuir adecuadamente al desarrollo personal del educando. Se concluye que un encuentro que puede ser sostenido y reforzado por las TIC como herramienta de apoyo puntual, no ha de ser suplantado por las TIC como principal instrumento de trabajo cuando este sustituya la relacion interpersonal. Queda justificada la pertinencia de un sistema educativo que, o bien renuncia al empleo de las TIC en favor de habilidades distintas a las tecnicas, o bien las introduce de manera revisable, critica y limitada, teniendo en cuenta: lo obsoleto e intuitivo del aprendizaje del lenguaje tecnologico, y la contingencia humana para la adquisicion de otras habilidades no tecnologicas. EnglishThis study provides a personalized interpretation on the use of Information and Communication Technologies (ICT) at schools with the objective of demonstrating the importance of teachers as educators, particularly with regards to questioning anthropological dynamics of learners which include intellectual, volitional and emotional aspects. Teachers have a different approach towards these dynamics than do ICTs and teacher motivation is not comparable to that of being perceived as a mere facilitator of information. Thus, through a critical review of relevant studies regarding use of technology at schools by authors with a perspective of comprehensive personalism, it is argued that there is an anthropological need for a teacher-student encounter to appropriately contribute to the personal development of the learner. It is concluded that this encounter may be sustained and reinforced by ITCs as a specific support mechanism and that this interpersonal relationship cannot be replaced by ICTs. Thus, educational systems must either relinquish the use of ICTs in favor of other non-technical skills or use ICTs in such a manner where its use can be reviewed, assessed and limited without losing sight of the obsolete and intuitive nature associated with learning through technology and highlighting the importance for human beings to acquire other skills unrelated to technology.

Criterios personalistas para una evaluación antropológica del empleo de las tecnologías en la escuela