Healthy learning modalities and thought authorship: a case study in the use of ICTs in schools

Abstract

This article shares the results of a case study that analyses student learning modalities when using information and communication technologies (ICT) in the context of primary school. The theoretical references assumed in the study respond to psycho-pedagogical conceptualisations that recover the constructive processes of learning and appeal to the concept of learning modalities formulated by the Argentine psychopedagogue Alicia Fernández for its fertility in analysing how the learning subjects are linked to knowledge. As a significant result, learning situations are identified in which ICT are used in which the student is active, explores, manipulates, creates and plays; they can appropriate knowledge in such a way that their knowledge is enriched and learning is encouraged. And in this, the teaching function assumed by the school's teaching staff and the technological device, which offer various objects of knowledge including the use of ICT, becomes important. All of this favours healthy learning modalities in favour of thought authorship. This analysis allows new readings on learning situations when ICTs are used and is of current interest given the relevance acquired in the subjective constitution of the learning subject by the incidence of tele-technological media, which has long been part of the culture's discomforts, imprinting desubjectivising modes of relationship that cannot be alien to the psychopedagogical reading with an epistemological perspective.