Education and Society. : Teachers and students in the information society. (Unit 3. Pedagogy)

The information society has made a lot of changes in some aspects that affect directly the way in which we live.

In this topic, we talk about the changes that teachers have to do according to the society in which we live, because some of the teaching ways maybe now can be obsoleted. For that reason, teachers need to know what changes they need to do.

We have done the summary of this topic in group. Each of us has done one part.

At the end of this topic we can find some questions that you can solve.

"The technique is the opposite of man's adaptation to the environment since it is the adaptation of means to the man" (Ortega y Gasset, J., 1989)

Techné from ancient Greece (as a tool that man has arranged to adapt nature) has led us to technology and the technology has led us to new technologies.

New technologies are there and it seems they are intending to stay and teaching cannot be excluded from this technological reality. If there is a social space in which technological criticism must and can be done, that is teaching and, by extension, the school system.

There is an intention in the use of the technique: welfare. The problem arises when overcome a need, immediately it arises a new one, that can be real or created. The only way out to the new situation is the emergence of a new technique and start the cycle again.

If the technique is a tool for better living, It is transformed into a system of permanent generation of needs and dissatisfactions.

The technology is influencing nature, also new technologies, but they add an incidence, possibly higher, in society and through it in everyday life.

The problem is that the changes are not made under the initial principle of adapting nature to human so that he can live better. It is about transforming the society adapting it to technology.
In the field of education, we can see how distance learning systems, although they may provide a new educational model, require a teacher and student type adapted to technology and not a technology adapted to the student.

New technologies require a previous needs which are essential to incorporate them into any field of education:

Technical access refers to the material possibility of having access to these technologies.

Practical access refers to the availability of time that is necessary for the use of technologies.

The use of new technologies requires an operational knowledge that allows the management of technological tool.

Besides, the use of technologies requires a previous critical attitude with the technology itself that allows taking decisions about its use.

In the field of teacher training in relation to new technologies, the most important functions are grouped into four blocks:

a) Content in themselves.

New technologies are a knowledge that is in a constant state of development, which should be added to those that have traditionally set school systems.

b) Work instruments.

New technologies are considered as a working tool, facilitating and strengthening it

c) Media and teaching.

In the field of pedagogy, the interest of new technology is of its possibilities as media and therefore as teaching aids.

The media must facilitate the process of acquisition of specific content by the receiver, so that he can incorporate it with meaning and quickly to their personal knowledge.

The receiver must have some previous idea of what is represented.

Tele-education needs conditions without which it is difficult to have an appropriate methodology:

· An autonomous student who decides when and how he wants to approach the content and knowledge, and he decides, also, how he wants to build his own learning process

· The media isn’t an autonomous system that operates outside of objectives, methodology, content, etc.
The problem is on the one hand, the recognition of the elements of significance of the interlocutor and, on the other, the meaning which have for the interlocutor.

d) Communication channels.

New technologies in the transfer of information in space and on time, almost instantly and without the distance or the geographical conditions involve a limitation.

Teleconferencing and teleworking, for example, are some of these possibilities which have to have repercussions in the field of education.

Objectives:

A level of specialization for teachers who are responsible for the teaching of these topics and a general level.

Achieve the capabilities necessary to become users of the new technologies in all areas of our work.

The problem is in the existence or not of students who are able to work with new technologies:

The use of new technologies in education isn’t so dependent its possibilities but rather of the possibilities of the user and, in any case, training must be a fundamental step.

We are faced with virtual systems , so students must make decisions that make possible the realization of these possible contents . For this, the student must have prior training on procedures for own research of scientific knowledge , both general view rants research , and from the perspective of specific scientific area in question . It is not enough that the student wants to create their own learning path and build their own materials. It is necessary that the intellectual tools available to do so.

Along with the procedural issues, it is necessary to have knowledge, at least basic , about the content themselves concerned , so you can recognize what is offered. From scratch and completely autonomously , creating the material itself with which you approach the knowledge is difficult.

The need for work habits, responsibility , self-organization , etc. , to make sense of autonomy and freedom that new technologies allow systems that are supported by them.

Teachers use new technologies to primary and secondary levels as users, for documentation, communication and as collaborative work.

Teachers use new technologies to higher levels and graduate as documentation , communication and teaching , to provide content, tutorials and evaluation.

Pretending that one teacher assumes the different functions that can be developed with new technologies , it is lead to failure use in the field of education.

Common training prior to every teacher.

The teacher has the same sources of information that students and differs from that in the previous mastery of content on which work and accepted procedures for access to scientific knowledge.

The distinguishing feature of the student's training is needed in this capacity to assess and accept new proposals that may arise in the process of building knowledge from navigating the virtual spherical spaces.

Teacher training from a methodological perspective , is an adult training .

New technologies are designing new learning spaces , new standards, new models that require new teachers who will be occupying the new space.

Knowledge , attitudes and skills necessary for the development of this educational task will have to be acquired by those who want to incorporate new technologies into their teaching

New educational activities for new stages.

Teachers should prepare students to meet the new spaces for which they are surrounded, which should have a more thorough knowledge and assume a number of new features as society advances .

So far the teacher had as its fundamental mission the transmission of knowledge , but a time to this part of the evidence that not all information is on your person or in print nor faces .

Today teachers should not worry so much about providing information , as to allow everyone to access that information , select , manage and use it profitably .

According to Florentino Blázquez Entonado, technologies are a social major factor in today's society , which is something that must be addressed in order to train críticaente for use from education and provide criteria for deciding and improve their educational use , but alone they can not be as beneficial . They need the voice and pulse of teacher .
Even today there are not the necessary studies to tell us how teachers can work effectively with students applying new technologies .

-Awaken the critical sense about the New Technologies.

-Teach them to read and write in their usual codes.

-Using media in the centres in an ordinary way.

-Looking for information about the New Technologies.

More difficult tasks for educators.

They have to be aware about the change of the traditional activities by others related to the New Technologies. The teacher must have as an object of study the possible and important skills that students can bring to new forms of information and communication, using as a reason to think, the influence on the development of their own people.

It is important to keep in mind that to improve the quality of education it is necessary to start by improving training, social situation and the working conditions of teachers, because it can’t respond to what is expected of him if you don’t have the knowledge and the competence, the professional possibilities and the motivation required.

The permanent critical attitude towards New Technologies.

In schools, the critical thinking is not encouraged enough. Awaken the critical sense and promote in students a critical understanding of the phenomena of information and communication should be a priority task of a teacher in the information society. It is because it is necessary that both children and adults acquire an education in the critical use of the communication media and the Internet.

Classes have become places where students and teachers communicate interactively between them, with specialists and colleagues, locally and in the rest of the world, and places where they exchange experiences and research data about their practice with new tools.

Manage the new codes of the Society of Information.

Educational institutions and the family share the responsibility of preparing young people to live in a world dominated by images, words and sounds. Children and adults should be able to decipher the keys of these three symbolic systems.

Accommodate the information of the centres to the demands of the New Technologies.

Teachers must be trained to assess the impact on teaching new channels, both organizational as on the contents and methodology. It is very important the organization of schools for new social spaces that have been created in them or outside them, but teachers will be those who will govern.

The New Technologies will modify the methodology, the contents or the objectives.

-About the objectives:they must be more responsive to the information or knowledge societies.

-About the contents: they will be greatly expanded with the new supply of technological content and the world of communication.

-About the methods: customized to fit the profile of each student methodologies, allowing the receiver will adjust to their interests, the content that the issuer offers.

Schools and the family share the responsibility of preparing young people to live in a world dominated by images, words and sounds. The school would do better its role as a mediator of culture if it is not focus on the reading and writing. This is necessary because Internet use is becoming a necessary condition for access to knowledge itself.

Throughout this paper has tried to raise awareness towards development of new environments in training, since ICT can generate flexible systems, so that the system of teaching and learning should be organized differently than we are used to.

Teachers for this society should be able to assess the impact on teaching new ways. New technologies will change teaching methodologies, but will also affect the content and objectives, some of the possibilities are:

As it relates to objectives: they will respond primarily informational societies.

In terms of content: They will be amplified

Possibility of reducing time and space

Will be generated new methodologies.

As for the media used in the classroom will be used audiovisual media.

New technologies for the pupils.

Since schools are urged to use new technologies as a conduit for student expression involves not only consider the student as a passive recipient but as an active processor of information, and an agent that can express their interests and abilities. With this it is intended that students also develop a critical and creative skills.

The necessary changes in the educational relationship
One of the most significant changes that will occur is the largest student autonomy and less dependence on colleges or universities.

The influences of new technologies aimed at forming a type of flexible learning systems, open, distance and according to pedagogical approaches to self-training.

This will involve a dysregulation of the current roles of teachers.

The new society of information and communication therefore requested education the following qualities: creativity, adaptability and flexibility.