Nowadays, the personal development in daily life and in high education is linked to the new information and communication technologies (ICTs). This event has changed our way of knowing (Bartolomé, 1999), of solving more formal problems (Garnhan y Oakhill, 1996), has enlarged our mental resources and modified our cognitive strategies when facing formal and daily life tasks.
ICTs, presented as a major event and as a determining characteristic in this new period of time, are creating a new society, the “information society”, called the “network society” by Castells (2000), which was born from an authentic revolution, in that same author’s words, centred in the information technologies which are quickly transforming the basis of our society (Bangemann, 1994).
Our point of departure is the fact that ICTs influence education, which is a reflection of the society we live in, with consequences directly related to it and to the formation of the human being, more specifically to the cognitive processes (Adell, 1997; Beltrán, 2001); it shows advantages when compared with the resources used by traditional education: instructive flexibility, complementarity in the codes, an increase of motivation and collaborative and cooperative activities (Adell, 1997, 1998; Bartolomé, 1999; Beltrán, 2001; Cabero, 1996; De Pablos, 1998; Joyanes, 1999).
|Keywords:||ICT, Strategies Cognitive|
Professor, Deparment in Methods Research and Diagnostic in Education, University of Granada, Granada, Spain
Professor, Department of Methods of Research and Diagnostic in Education, Universidad de Granada, Granada, Spain
Lecturer, Department of Methods of Research and Diagnostic in Education, University of Granada, Granada, Spain
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