Sixteenth International Conference on Technology, Knowledge & Society

Abstract

This paper intends to review core educational concepts and features of post-digital culture and education, focusing on that phenomena not as a continuity of the digital culture and education, but it should be critical in their principles, installed in the online and digital context of the ubiquitous learning. Also, the software culture needs to review the meaning of the “knowledge era versus the code era,” due to the introduction of new technologic processes: big data, artificial intelligence, learning machines, etc, interlinked to the (online) education environments, and online programs. The revision of the epistemological principles of the digital culture consists of revisiting the technical-instrumental interpretation of the digital society to a shift to the real meaning of the post-digital education, especially when they are transferred to support the online mechanisms, which impacts in the interactive configuration of minds by socio-cultural and educational processes. The shift to a contextualized holistic and relational, interpretative and critic perspectives, is very useful for a better understanding of the contemporary technologic boom of the 4th industrial revolution. This proposal is a bet to research the infinite social nets and the invisible technologic interactivity and mediations, as contemporary issues to make educational decisions for a transformation of concepts, online environments, processes, and problems, keeping them in the post-digital culture as a whole.