Society of knowledge, educational revolution and transformations of the paradigms of the educational model

Abstract

The society of knowledge has implied the transformation of social dynamics in every aspect of human action; in these, the fundamental component of changes in education has focused on the way it is conceivedand its needs in a globalized world interconnected by information and communication technologies (ICT). The following article reflects about paradigm´s changes introduced by the incorporation of the ICTs in the educational processes, the roles of their actors, the subjects` training needs, the pedagogical strategies and the pedagogical practice in the professional development of teachers. Its purpose is to provide a framework for understanding the main changes that contextualize the teachers`training in the contemporary world. The qualitative-descritive research approach was based on inductive processes and generated a theoretical perspective from the particular to the general issues, considering the point of view of the participants regarding their emotions, experiences and feelings when they use the ICTs in the classroom (Baptista, Fernández & Hernández, 2003). For data collection, the first step was a revision of a theorical framework about the topic; then, it was an application of semi-structured surveys, which were applied to different educational actors such as students, teachers and teachers in cycle I and II in a District School and at Corporacion Universitaria los Libertadores located in Bogotá; and finally, the fields`journals by the teachers`training were reviewed. From this perspective, the analysis proposes to understand a reality with theoretical arguments, in order to explain the importance of teachers` training for knowing and appropriating of technological tools and technical language in their pedagogical work.