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Article

English, Spanish

ID: <

oai:doaj.org/article:20c988c02cc5458bb0eacb87c32d657c

>

·

DOI: <

10.3916/C34-2010-03-17

>

Where these data come from
Tribus digitales en las aulas universitarias Digital Tribes in the University Classrooms

Abstract

There has been widespread discourse that the profound changes in ICT over the last decade have also radically changed the learning of our university students, all of whom are considered digital native students. This article argues, however, that such changes are not as immediate, automatic or beneficial as the dominant discourse about ICT welfare is intended to lead us to believe, and that they give rise to multiple and varied intermediate situations that characterise current university education. Using the assessments of three Likert questionnaires on information and communication processes in three distinct settings (a virtual learning learning platform, Moodle, Tuenti, as an example of a social network, and face-to-face classrooms) and using multivariate techniques (factorial and conglomerate analysis) find four segments of students: optimistic or pro-ICT students, pessimistic or anti-ICT students, apatic students and neutral students. The presence of these segments of students allows us to conclude that, although the presence of computer in university classrooms is already part of the collective imaginary, both the impact of ICT on higher education and students’ digital skills may be overestimated, and that this false perception of reality can benefit technology vendors, but not methodological innovation, which can only be achieved through the necessary reflection from educational postulates. and that they can all now be considered digital natives, is increasingly prevalent. However, this paper argues that these changes are not as immediate, automatic or beneficial as the dominant political and technological disruption on the benefits of ICT would have us believe, and that they would be growing to many different situations that characterise university teaching and learning practice. Using the ratings of three Likert questionnaires on information processing and communication in different environments (Moodle, Tuenti and the classroom itself), we have found four clusters: pro-ICT students, anti-ICT students, listless student and neutral student. The pressure of assurance on education issues from educational principles, which can only be achieved through the necessary reflection on education matters from educational principles.

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