Resumen


La irrupción de dispositivos electrónicos en todas las esferas de la sociedad, con pantallas de todos los tamaños y con múltiples prestaciones, es cada vez mayor, la rápida automatización de la mayoría de los procesos, incluidos los educacionales, ha generado o resurgido diferentes mitos, en forma de relatos fabulosos y supuestos epistemológicos carentes de evidencia empírica y contraste con la realidad. En la literatura se plantea la existencia de mitos recurrentes alrededor de la tecnología que encierran promesas que no podrán ser alcanzadas debido precisamente a que se originan en mitos. Estos mitos dejan de serlo cuando la tecnología, luego de una etapa novedosa, entra al ámbito de lo común y entonces es posible su utilización plena. Este trabajo pretende analizar y comentar evidencias que soportan o rechazan algunos de los mitos generados por las TIC en la educación. En particular los relacionados a la existencia de la multitarea, los nativos digitales, los estilos de aprendizaje, los videojuegos y el conectivismo como supuesta nueva teoría.

Autores/as

Raidell Avello Martínez

ORCID iD https://www.researchgate.net/profile/Raidell_Avello_Martinez
Universidad de Cienfuegos
Cuba

Profesor Titular, Departamento de Informática y Tecnología Educativa. Coordinador del Grupo de Investigación sobre Tecnologías EMergentes para el Aprendizaje: https://gitema.ucf.edu.cu Universidad de Cienfuegos, Cuba. Editor adjunto de RED. Revista de Educación a Distancia

Klinge Orlando Villalba-Condori

ORCID iD
Universidad Católica de Santa María, Perú
Perú

Dennis Arias-Chavez

ORCID iD
Universidad Continental. Arequipa, Perú
Perú

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Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional. Copyright (c) Raidell Avello Martínez, Klinge Orlando Villalba-Condori, Dennis Arias-Chavez


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