Cognitive Processes, ICT, and Education: A Critical Analysis. Issue 3 (2nd November 2018)

• Record Type: Journal Article
• Authors: Lorenzo, Manuel Ferraz; Trujillo, Cristian Machado
• Is Part Of: Computers in the schools. Volume 35:Issue 3(2018)
• Page Start: 186
• Page End: 203
• Publication Date: 2018-11-02
• Subjects: Educational reality -- critical pedagogy -- educational technology -- cognitive load; Education -- United States -- Data processing -- Periodicals; Computer-assisted instruction -- United States -- Periodicals; 371.334
• DOI: 10.1080/07380569.2018.1491772
• Languages: English
• ISSNs: 0738-0569

Abstract

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.