¿Hiperconectados? Imaginarios de estudiantes y maestros en su relación con la cultura digital

Abstract

New information and communication technologies have being transforming the ways in which childhood relates to the world, phrases like digital natives, they come with the built-in chip, now children know more than adults, are frequently used by parents and teachers to refer to the relationship that boys and girls have with technology; however, the preventive isolation caused by the Covid-19 pandemic in 2020, made evident the deep digital gaps that exist in Colombian society, now education must face a huge challenge, having to be at the forefront in terms of the appropriation of technology in classrooms; this conjuncture, added to the relationship of contemporary childhood with digital technologies, have built in teachers and students diverse social imagery around digital culture. Studies on social imagery allow us to identify the actions, desires, affects, ideas and representations that a society has around a certain subject, in this case it investigates the relationship that have kids and teachers with digital culture; the purpose of the research is to reveal what social imaginary teachers have built around this concept in relation to childhood? And on the other hand, what digital culture imageries have girls and boys built? What tensions arise between the visions of the teachers and those of the students?