Pedagogía y redes sociales: un enfoque innovador desde las humanidades digitales

Abstract

The purpose of this article is to present the innovative relevance of social networks as pedagogical mediations, in the light of the epistemological foundations of the digital humanities. The use of social networks has boomed in recent years, recreating new environments to develop digital pedagogy; an aspect causing more rigorous use was the COVID-19 pandemic, since 2020, the expansion of ICT (information and communication technologies) in educational environments. In addition, the evolution of technology with artificial intelligence (AI), in its short appearance. Therefore, this research made use of the spaces of the networks for the strengthening of the digital humanities in the teaching-learning exercise of the area of Theological Culture, an academic space of professional training taught at the University of Santo Tomás, Colombia. The approach to innovation of articulating social networks in the pedagogical process was carried out from a qualitative approach condensed into a proposal for action research within the classroom.

The results show a complementary relationship between social networks, digital pedagogy and digital humanities. The role of social networks as drivers of various teaching and student skills is highlighted, including teamwork, creativity, innovation, co-participation, self-teaching and other training practices. In conclusion, the teaching-learning processes developed in digital pedagogical environments, mediated by social networks, configure new scenarios for the strengthening of digital humanities, especially in contexts of interdisciplinary training. All this contributes to promoting attitudes of change in both students and teachers. In accordance with the above, the general objective is to understand the pedagogical use of social networks that, from the perspective of digital pedagogy, contribute to the strengthening of teaching and learning processes in the field of digital humanities.