Digital Technologies, Knowledge Construction and Subject Development
It is well known that digital technologies widely influenced and modified educational processes and pedagogical research, not only by making easier and faster communication, but for the changes they induced on students and on subjects' ways of thinking and learning. The transformations induced by IT/ICT on people in the wider field of education can be summarized as follows: - first, on the psycho-social side, we have McLuhan , De Kerchkove  Levy , to cite only some among the most famous authors, whose work describes the changes on human thinking and knowledge development by means of IT/ICT. These authors discuss the modifications induced on mankind by the use of mass media and of the Internet, and hypothesize the development and growth of new kinds of intelligence like collective and connective intelligences; - second, from the psycho-pedagogical viewpoint, the use of digital instruments and tools is analyzed with respect to different educational paradigms; otherwise stated, pedagogical literature discusses the relevance of the IT/ICT impact on behaviourism, cognitivism and constructivism (both interactive and social), and analyzes the different use and effects of digital instruments, when different educational processes and strategies are adopted. Analogous phenomena have been evidenced in different contexts, that is in organizations, where knowledge construction and development, both in the whole structures and in the subjects belonging to them, have been modified due to the introduction of digital technologies. In this case, digital technologies cannot be directly considered responsible for the described changes because the interaction between individual and organizational knowledge has been detected and studied before IT/ICT spreading and growing up. (fragment of text)
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