Ecosistema de Aprendizaje para el Uso Crítico de las Redes Sociales en Dos Instituciones Educativas de Bogotá

Abstract

The current use of social media has increased access to and use by young people, posing a significant challenge for educators. They must promote innovative educational practices using technology to motivate and enhance the learning process. However, they encounter tension in the use of social media, as open access to indiscriminate content can have unintended effects on student development. This thesis addresses the problem of young people's critical use of social media from the perspective of educators, generating a proposal for a learning ecosystem where the academic community is engaged to generate interactions that contribute to student development. The incorporation of media and technological tools in schools contributes to strengthening learning as a teaching resource and support for academic management processes. With this, today's schools are considering new learning environments, even when the lack of technological resources or teacher training to implement them makes this difficult. In this sense, this can be a limitation, especially when using social media in the classroom. When promoting digital education and its responsible use, collaborative processes are sometimes undertaken to communicate, but rarely achieve an exchange that fosters knowledge and the analysis of texts. This is especially true when they are presented in learning environments without an adequate structure, which makes it difficult to understand the strategies for using technology, making them somewhat confusing. Currently, some studies suggest that excessive and incorrect use of social media does not enhance learning. It is associated with poor academic results, health problems, and tensions when socializing with others, hindering good coexistence. This is worrisome in educational contexts where students have unrestricted access to mobile technology, which is not incorporated into classrooms for educational purposes. Another difficulty is that teachers are faced with the need to incorporate innovative teaching practices, but they do not know how to do so through the responsible use of digital applications and social media. We cannot ignore that interaction on social media is a reality for today's youth. However, schools lose sight of the potential they have for pedagogical use, contributing to learning and civic development. Therefore, it is necessary to propose a strategy that provides tools that enable the use of information on social media. Therefore, this project aimed to propose a learning ecosystem for the critical use of social media, with teachers from two Colombian public institutions located in the city of Bogotá. To this end, the following question is answered: What are the components of a learning ecosystem for the critical use of social media, with teachers from two educational institutions in Bogotá?