This book is formed by various chapters studying the manner in which conflicts, changes and ideologies appear in contemporary Hispanic discourses. The contributions analyze a wide variety of topics related to the manner in which ideological and epistemological changes of the 19th, 20th and 21st centuries are reflected in, and shape, Spanish language, literature, and other cultural expressions in both Spain and Latin America. The 19th century was conducive to various movements of independence, while, in Europe, radical changes of different types and in all contexts of life and knowledge occurred. Language was certainly affected by these changes resulting in new terminology and discourse strategies. Likewise, new schools of thought such as idealism, dialectic materialism, nihilism, and nationalism, among others, were established, in addition to new literary movements such as romanticism, evocative of (r)evolution, individualism and realism, inspired by the social effects of capitalism. Scientific and technological advances continued throughout the 20th century, when the women’s liberation movement consolidated. The notion of globalization also appears, simultaneously to various crises, despotism, wars, genocide, social exclusion and unemployment. Together, these trends give rise to a vindicating discourse that reaches large audiences via television. The classic rhetoric undergoes some changes given the explicit suasion and the absence of delusion provided by other means of communication. The 21st century is defined by the flood of information and the overpowering presence of mass communication; so much so, that the technological impact is clear in all realms of life. From the linguistic viewpoint, the appearance of anglicisms and technicalities mirrors the impact of post-modernity. There is now a need to give coherence to a national discourse that both grasps the past and adapts itself to the new available resources with the purpose of conveying an effective and attractive message to a very large audience. Discourse is swift, since society does not seem to have time to think, but instead seeks to maintain interest in a world filled with stimuli that, in turn, change constantly. Emphasis has been switched to a search for historical images and moments that presumably explain present and future events. It is also significant that all this restlessness is discussed and explained via new means such as the world-wide-web. The change in communication habits (e-mail, chats, forums, SMS) and tools (computers, mobile phones) that was initiated in the 20th century has had a net effect on the directness and swiftness of language.

This book presents pioneering research that is designed to show, from a qualitative and ethnographic perspective, how new information and communication technologies, as applied to the school system and to local governance initiatives, merely reproduce traditional pedagogical approaches and the dominant forms by which power is exercised at the local level. The studies thus constitute points of departure for further thinking about the need to promote an Internet culture based on the social application of a OC right to communication and cultureOCO and an OC Internet right, OCO that will permit the establishment of true citizen participation and free access to knowledge, with due regard to personal and individual rights such as those of privacy and intimacy."

This book presents the proceedings of International Conference on Knowledge Society: Technology, Sustainability and Educational Innovation (TSIE 2019). The conference, which was held at UTN in Ibarra, Ecuador, on 3–5 July 2019, allowed participants and speakers to share their research and findings on emerging and innovative global issues. The conference was organized in collaboration with a number of research groups: Group for the Scientific Research Network (e-CIER); Research Group in Educational Innovation and Technology, University of Salamanca, Spain(GITE-USAL); International Research Group for Heritage and Sustainability (GIIPS), and the Social Science Research Group (GICS). In addition, it had the endorsement of the RedCLARA, e-science, Fidal Foundation, Red CEDIA, IEEE, Microsoft, Business IT, Adobe, and Argo Systems. The term “knowledge society” can be understood as the management, understanding and co-creation of knowledge oriented toward the sustainable development and positive transformation of society. In this context and on the occasion of the XXXIII anniversary of the Universidad Técnica del Norte (UTN), the Postgraduate Institute through its Master of Technology and Educational Innovation held the I International Congress on Knowledge Society: Technology, Sustainability and Educational Innovation – TSIE 2019, which brought together educators, researchers, academics, students, managers, and professionals, from both the public and private sectors to share knowledge and technological developments. The book covers the following topics: 1. curriculum, technology and educational innovation; 2. media and education; 3. applied computing; 4. educational robotics. 5. technology, culture, heritage, and tourism development perspectives; and 6. biodiversity and sustainability.

Pensar la docencia desde la complejidad educativa. Esta obra reúne una serie de capítulos en los que se abordan temáticas relacionadas con la educación superior desde una mirada académica, destacándose como premisas el pensamiento complejo, las TIC, así como el trabajo estratégico que desempeña el docente como facilitador de procesos de enseñanza y aprendizaje a nivel universitario. Para ello, se toma como contexto la llamada «sociedad de la información y el conocimiento», en donde se ha definido una nueva ordenanza global que deviene en marco de referencia para entender los procesos de transformación que se les requieren a las universidades, en términos de políticas educativas, para la innovación de su currículo, los modelos educativos, como la transformación de las prácticas pedagógicas de sus académicos. Lo obra integra una serie de textos en donde se analiza el fenómeno educativo, con énfasis en el papel que jueganlos docentes en la configuración de ambientes educativos que contribuyan al aprendizaje de sus estudiantes, para lo cual se proponen tres capítulos: «Perspectivas en la educación y el pensamiento complejo», «Comunicación, diversidad y mediación educativa» y «Sujetos de la educación y ámbitos emergentes para la enseñanza». Cada uno de los cuales se compone de textos que, en lo particular, abordan temáticas que permiten ampliar el horizonte desde el cual pueden se comprendidas problemáticas que caracterizan a la educación contemporánea en el nivel superior.