The prosumer teacher and the critical use of 2.0 webs in superior education

Abstract

In superior education, teachers are led to a series of changes in their teaching role; transitions made as a product of emerging mediatic transformations of the information society and the anchorage of communication and information technologies in the educative context. Therefore the manuscript addresses a qualitative methodology while analyzes and interprets primary documents from the grounded theory to reveal the condition of the 2.0 web as the main epicenter of teacher´s roles transformations towards pedagogical, communicative and dialogical referents incentives which as a result produce a critical and reflexive posture about the implications of a prosumer action for students and academic pairs in pro of establishing autonomous, participative and propositional dynamics for collaborative work including a conscious and self-assessed evaluation in order to improve learning environments. As a conclusion, some disadvantages were found to assume the role of a prosumer teacher though attitudes still lack of initiatives and training oriented to the acquisition of mediatic competences and an empowerment given by the reflexion on the relations between knowledge and power circumscribed to hierarchies and manipulations in conflict with the pedagogical activity.