Pedagogic dilemmas to flows of knowledge in the age of digital technology

The relationship between means and users

The socio-technical system does not work on its own but with different resources and materials such as technological devices, physical spaces or connectivity as well as knowledge or the ability to understand the symbols on the screen. Some of them must be highlighted: the constant changing of both, its design and its operating potential, and the user’s requirements through the interface.

According to some research carried out by the OECD, “el 93 % de los alumnos de 15 años de edad de la OCDE asisten a una escuela en la que cuentan con acceso a un ordenador y prácticamente el mismo porcentaje (92,6 %) dispone igualmente de acceso a Internet” (Pedró, 2011, p. 17). However, according to this research, the computers students have at home are better than the ones offered at schools. The difference is almost 18 percentage points on average among all countries (in Spain this percentage is a bit smaller).

We also find out that 65 % of teachers accept that they use a computer or printer “casi todos los días” (Barquín et al., 2011, p. 36). However, although 86 % recognise these tools are useful for students in teaching, only 34 % use them for teaching. The aforementioned third of skeptical teachers are young people who are able to use these devices properly. Pedró (2011, p. 22) draws a much more pessimist conclusion from some data given by OECD by saying “La tecnología no se usa en todas las materias con igual intensidad y, por consiguiente, hay un porcentaje elevado de materias en las cuales el nivel de integración es prácticamente inexistente…”. The content of the subject is not as determinant of these differences as teaching methodologies that help improve performance (OECD, 2015b).

One of the components of the system which is most used at the moment is the one related to the curriculum content. According to ANELE, in 2011, more than 868 million euros were invoiced for school textbooks. Of this total, 9.4 million euros came from digital books. During the previous year, the offered titles were multiplied by 10, but the income was increased only by 29 %. This represents only 1.07 % of the total income by teaching books. Therefore, this association comes to the conclusion that the income is still modest in relation to the editing and innovation effort made by publishers in recent years. Finally, it is necessary to remember that there are more than 15,000 jobs directly linked to publishing. A 40 % of these are within the textbook sub-sector. Moreover, it cannot be forgotten that the number of books exported increases every year. It exceeded 400 million euros in 2011 (ANELE, 2012, p. 6).

Changing roles and the incorporation of new agents

The growing hegemony of the socio-technical system has some consequences in teaching. According to Antunes (2012), one these consequences is the incorporation of “morfología del trabajo”.

Due to capitalism, the information production and distribution is now considered a job for both the person who creates a product and the one who buys it (Míguez, 2008, p. 16). In this case, both teachers and students would perform a complex job which will not be as physical or routine as the job from the chain. The job is now done before the interface on a screen that requires a person to interpret different symbols. Thus, this job could be described as cognitive.

It is true that very few people question the relevance of teaching. However the tasks of teaching and professional recognition are unclear. A new context is created in which teachers lose credibility and authority because of the proliferation of resources in the classroom and students’ experience with means. One part of its role is played by attractive technological applications which are activated by the user. This requires teaching training to be redesigned. (Hepp et al., 2015, p. 36). Without a doubt, in this context there are some functions which help empower teachers. These must be fostered to the extent they promote the comprehensive human development.

It is believed that it is extremely difficult to anticipate how teachers' role will be in a few years’ time. However, Tenti Fanfani (2010) foresees that this job will be carried out by different professionals who will share this responsibility with teachers. New teachers will have to accept responsibility for tasks such a designing virtual programmes on training; creating content; activating and managing virtual networks, interacting with people in different contexts or evaluating with very sophisticated technological tools. For a different person who observes this changing progress, teachers are not “un mero transmisor de conocimientos para desempeñar el rol de facilitador, o mediador de procesos de aprendizaje…” (Díaz Becerro, 2009, p. 3).

Not only is the teacher’s role changing but also the student’s. Students are gaining prominence in the emerging systems. In fact, “…es el propio alumno el que va construyendo su conocimiento a través de las interacciones con otros estudiantes como él, con el profesor y con el material didáctico disponible”, especially on the virtual platform. (Díaz Becerro, 2009, p. 4). In a certain way, an individual with fundamental rights starts to self-manage the learning opportunities that enable him to be an entrepreneur. On the way, some criteria traditionally unquestioned in the process of knowledge such as truth and objectivity are reconfigured. These give way to more functional criteria such as utility criteria. (Lankshear, Peters, & Knobel, 2000).

These changes in functions, criteria and tasks are not alone. They are together with new agents in schools. Some of them are already held by entities such as Google, Microsoft, Telefónica, Wikipedia, Facebook, Twitter, financial institutions, publishing groups, NGOs, companies that offer administrative and management services, agencies which provide quality certificates and some other industries of knowledge and culture. Not only do they offer curriculum materials and technological resources but also they offer training.

Structure based on management and control of processes

The socio-technical system is not only based on a complex network of internal relations, but also with the environment (Durbin, 2007; Quintanilla, 1998). So, technologies are incorporated in conventional organisations. These technologies operate mainly with logic networks either because with them new virtual communities are created or because by using them, the actual school community becomes part of a job network. In both cases, and as Castells (2009, p. 47), the networks operate according to a binary protocol “de inclusion-exclusión” which generates complex communication structures established around “un conjunto de objetivos que garantizan al mismo tiempo, unidad de propósitos y flexibilidad en su ejecución gracias a su capacidad para adaptarse al entorno operativo”.

In educational institutions the hierarchical and vertical logic lives together with the one based on networks. This situation develops towards a management model focused on the technocratic dimension. It is expected that the different nodes fulfil their mission effectively. The decentralised organisation of work requires nucleus strategically positioned to control the process, for example PISA assessments. This teaching model does not escape a more general management, that is: “El movimiento centrífugo de la producción se equilibra mediante la tendencia centrípeta del mando” (Hardt & Negri, 2002, p. 276).

In this system the instance with authority and control capacity no longer depends on the leadership of an individual. It is now associated with the combination of technical and specialised skills of the network. In this way, the word “technician” appears (advisor, expert, IT coordinator, and autodidact). This person is in charge of the technological equipment but he/she is also a specialist in learning difficulties, an advisor for training, and an evaluator who applies diagnostic tests. What is more striking is the fact that the number of routine tasks (accounting, administrative, certifications, disciplinary and academic tasks) which are made exclusively by technological applications is increasing.

Goals and purposes

It is obvious that virtual learning environments do not longer respond to the classic criteria of Fordism. They do respond to the criteria of horizontal restructuring. Technology is imposing a new way of organising work and social networks around pedagogical knowledge. Paraphrasing Coriat (1991, p. 35), it would be important to mention that if computers appropriate the skills associated with teaching, then the activity of teaching can be done on a large scale and without any specialised knowledge. Although this is technically possible, it is not possible from a pedagogical perspective because citizenship and coexistence must be learnt at school.

The concurrence of a series of technological innovations, accompanied by political and economic conditions, encourages the setting of a new model of teaching and learning. On the one hand we are moving towards an offer “desescolarizada” because, as Tenti Fanfani (2010, p. 44) points out, schools do not have the monopoly on formal learning anymore. The “desarrollo acelerado de las tecnologías de la información y la comunicación” allows these technologies to be used in order to provide “nuevas formas de ejercicio de la enseñanza”. The purpose of this digital model is to propose to the public a different relationship with knowledge production and access either through the interface or curriculum development.

Pedagogical digitalisation is the result of old teaching strategies translated into algorithms. This process is exactly what happens in production and service sectors in order to strengthen productivity based on individual management and innovation, which is a propitious area for the “new public management”. Responding to this dynamic has become a technical problem nowadays. However, rebuilding teaching conditions –within or outside the school, with or without technologies– is politics. This does not arises interest in education anymore.

Unquestionably, computers and telecommunications provide access to information, data, documents and other materials, but knowledge is something else. Bunge (2002, p. 25), says specifically that “Sólo un cerebro viviente y bien pertrechado puede inventar ideas radicalmente nuevas, en particular problemas, analogías, principios de elevado nivel y algoritmos”. Moreover and unlike computers, the aforementioned philosopher adds that that brain is “capaz de emitir juicios morales autónomos”.

Discrepancies about results

The socio-technical system has provided teaching with platforms and virtual environments which organise teaching and learning processes. These platforms and virtual environments have been well accepted. Students can manage their own learning process through a succession of windows. Despite their variety and technological approach all of them can be encompassed under the label Learning Management Systems (LMS). Although they are usually activated and managed from traditional institutions, they are presented as an alternative to classrooms and school laboratories. The new virtual platform lets teachers and pupils perform their tasks through technological mediation of communicative exchanges (Luckin, 2010). Digital technology can copy on the board a classroom, a workshop, a laboratory or the place where the computer is as well as interconnect horizontally all registered users on the platform.

As some surveys have confirmed, schools have access to multiple platforms: one of them for administration and another one for academic activities which are offered by the Administration or by the market such as Moodle. Moreover there are some repositories and virtual resources offered by public and private entities. This combination poses some difficulties if we add institutional programmes and innovative initiatives in which schools participate.

On the one hand, this dynamic involves actors in school tasks. They do not always have the legitimacy and relevance to act in the area of institution. Some reasonable doubts arise about how to regulate the use of mobile phones in schools if “the informed consent” is enough so that a private company has files with students’ academic and disciplinary data or with records from video cameras installed in the entrance to high-schools. On the other hand, recent results are not entirely satisfactory if we refer to the results of school learning. In a meta-analysis from PISA-2012 report, it is concluded that students who make a heavy use of computer and the Internet do not perform better in reading or problem solving (Avvisati, 2015).