Cognitive Processes, ICT, and Education: A Critical Analysis

Autor/inn/en	Lorenzo, Manuel Ferraz; Trujillo, Cristian Machado
Titel	Cognitive Processes, ICT, and Education: A Critical Analysis
Quelle	In: Computers in the Schools, 35 (2018) 3, S.186-203 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2018.1491772
Schlagwörter	Foreign Countries; Cognitive Processes; Information Technology; Communications; Influence of Technology; Educational Change; Technology Uses in Education; Educational Policy; Brain; Difficulty Level; Hypermedia; Youth; Access to Information; Telecommunications; Technological Advancement; Teacher Student Relationship; Handheld Devices; Educational Practices; Spain + Suchen Sie Ihr Suchwort? Ausland; Cognitive process; Kognitiver Prozess; Informationstechnologie; Nachrichtenwesen; Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Gehirn; Schwierigkeitsgrad; Jugend; Jugendlicher; Jugendalter; Telekommunikationstechnik; Technological development; Technologische Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Spanien
Abstract	Information and communication technologies (ICT) have brought about renewed spaces for the societies of today, full of possibility and transformation. Bordering on the infinite, these spaces have generated new activities and behaviors. This technological scenario is now commonplace, an everyday reality that has taken root in our lives with remarkable speed. Now would therefore be an appropriate time to open up a line of inquiry into how this is shaping educational practice and how it is affecting our cognitive structures. We have chosen to conduct a review of relevant literature that will enable us to adopt a critical analysis to our subject: education and, above all, the learner, seen from the perspective of neuroscience and social analysis. However, the principal aim of this paper is to lay bare the disparities between research findings and current educational practices that use ICT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01