This article examines the current state of research on the relationship between new information and communication technologies (ICT), the mental transformations mediated by these cultural tools and education in the digital age. The discussion focuses on research that documents the emergence of new subjective configurations mediated by these technologies, with clear implications and applications for education ranging from teacher training to daily activities in the classroom and all possible learning scenarios. Although most of the body of research generated on this subject has not explicitly assumed the historical-cultural approach as a conceptual framework in interpreting its findings, this paper aims to argue that it is a privileged perspective to signified them. Due to the centrality of the education-development relationship in this perspective, the conclusion calls for a critical pedagogy in accordance with the present historicalcultural conditions.
Keywords:
technologies of information and communication (ICT), instrumental and semiotic mediation, critical pedagogy, cultural-historical approach
Rodríguez Arocho, W. C. (2018). Technologies of Information and Communication: New Mental Configurations and its Implications for Education. Revista De Psicología, 27(1), pp. 1–12. https://doi.org/10.5354/0719-0581.2018.50751
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