Ciencia Postdigital y Educación
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Resumo
Hemos dejado de pertenecer a un mundo donde la tecnología digital y los medios de comunicación están separados, son virtuales o ‘ajenos’ a una vida social y ‘natural’ humana. Este hecho ha inspirado el surgimiento de un nuevo concepto – ‘lo postdigital’ - el cuál lentamente pero de manera constante está ganando atracción en un amplio rango de disciplinas incluyendo, pero no limitado, a las artes (Bishop, Gansing, Parikka, y Wilk, 2017; Monoskop, 2018), la música (Cascone, 2000), la arquitectura (Spiller, 2009), las humanidades (Hall, 2013; Tabbi, en prensa), ciencias (sociales) (Taffel, 2016), y en muchas otras inter-, trans-, y post-disciplinas entre ellas (Berry y Dieter, 2015). A través de está investigación el término postdigital está paulatinamente asentándose en el discurso académico. El Centro de Investigación en Educación Digital de la Universidad de Edimburgo está considerando seriamente renombrarse hacia lo postdigital (Bayne y Jandrić, 2017, p. 204, ver también Jandrić, 2017, p. 201); la Universidad de Coventry recientemente ha fundado el Centro para las Culturas Postdigitales (Coventry University, 2018); los autores de este editorial son editores de la próxima revista de Ciencia Postdigital y Educación[i].
[i] Postdigital Science and Education tiene contrato con Springer, y su primer número se espera para principios de 2019 : https://www.springer.com/education+%26+language/journal/42438
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