Dialogue of knowledge between school culture and digital culture in Secondary School: opportunities and challenges

Abstract

This article stems from an investigation project focused on Information and Communication Technologies in secondary school teaching practices in the provinces of Neuquén and Rio Negro. It attempted to describe and understand the complexity of teaching practices taking into account ICT as a mediation instrument. The investigation is exploratory and its methodology is qualitative. The teaching practices mediated by ICT were analysed within the theoretical-methodological framework of the third generation of the Activity Theory. Different Activity Systems, which were integrated in a net, were identified: one of them refers to the teaching subject, another to the learning subject and a third one to Digital Competences. Their interactions and contradictions enabled to understand the dialogue of knowledge between the Digital Culture and the School culture. The Digital Culture modifies daily learning contexts and questions the School Culture about knowledge construction and transmission, training and constitution of subjectivities. This dialogue requires teaching practices that promote the formulation of and reflection on new ways to use digital technologies in a more complex, creative, significant and safe manner.