Vol. 16 (2010): Universidad expandida y TIC


Publicado octubre 19, 2015

Palabras clave:

Cambio exponencial, escuelas que producen conocimiento, niños como productores del conocimiento, patrones del comportamiento humano, ordenadores en las escuelas.
Cómo citar
Rowan, L., & Bigum, C. (2015). EDGES, EXPONENTIALS & EDUCATION: EXTENDING THE UNIVERSITY, DOING SCHOOL DIFFERENTLY. Tendencias Pedagógicas, 16, 31-44. Recuperado a partir de https://revistas.uam.es/tendenciaspedagogicas/article/view/1942


El cambio y las circunstancias cambiantes de un mundo en el que el rendimiento de las tecnologías clave mejora a un ritmo exponencial plantean desafíos únicos para los sistemas escolares que tuvieron su origen en la revolución industrial. Este trabajo sostiene que existe una forma de pensar en hacer escuela de manera diferente. Se rastrean los orígenes y los detalles de las nociones clave de un pequeño proyecto en Australia en el cuál las escuelas se convierten en lugares de producción del conocimiento serio.



Los datos de descargas todavía no están disponibles.


Anderson, C. (2010). How web video powers global innovation. Retrieved from http://www.ted.com/talks/chris_anderson_how_web_video_powers_global_innovation.html

Argyris, C., & Schön, D. A. (1974). Theory in practice : increasing professional effectiveness (1st ed.). San Francisco: Jossey-Bass Publishers.

Bateson, G. (1999). Steps to an Ecology of Mind. Chicago: University of Chicago Press.

Bostrom, N. (2006). Welcome to a world of exponential change. In P. Miller & J. Wilsdon (Eds.), Better humans? : the politics of human enhancement and life extension (pp. 40-50). London: Demos. Retrieved from


Cuban, L. (2001). Oversold and underused: computers in the classroom. Cambridge, Ma.: Harvard University Press.

Gillmor, D. (2006). We the media : grassroots journalism by the people, for the people (Pbk. ed.). Beijing ; Sebastopol, CA: O'Reilly

Ito, M., Horst, H., Bittanti, M., danah boyd, Herr-Stephenson, B., Lange, P. G.,

et al. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project

Kaiser Family Foundation. (1999). Kids and media and the new millennium: The Kaiser Family foundation. Retrieved from http://www.kff/content/1999/1535/

Kelly, K. (2008a). What have you changed your mind about. Edge World Question Centre. Retrieved from


Kelly, K. (2008b). Where the Linear Crosses the Exponential. The Technium. Retrieved from


Kurzweil, R. (2001). The law of accelerating returns. KurzweilAI.net. Retrieved from


Lankshear, C., & Knobel, M. (2006). Making Literacy Real. New Literacies: Everyday Practices and Classroom Learning (2nd ed.). Berkshire, England: Open University Press, McGraw-Hill Education.

Latour, B. (1996). Aramis or The Love of Technology (C. Porter, Trans.). Cambridge, Ma: Harvard University Press.

Perelman, L. J. (1992). School's out : hyperlearning, the new technology, and the end of education. New York: William Morrow.

Rowan, L., & Bigum, C. (2004a). Beyond pretence: new design sensibilities for computers in education. Paper presented at the Australian Teacher Education Association Annual Conference, Bathurst, July.

Rowan, L., & Bigum, C. (2004b). Innovation Chains: Possibilities and constraints for critical perspectives on computers, difference and educational innovation. Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne,

December. Retrieved from www.aare.edu.au/04pap/row04716.pdf

Saffo, P. (1994). It's the Context, Stupid. Wired, 2(3), 74-75. Retrieved from http://www.saffo.com/essays/contextstupid.php

Salomon, G. (2002). Technology and pedagogy: why don’t we see the promised revolution? . Educational Technology, 42(2), 71-75.

Shirky, C. (2008). Gin, Television and Cognitive Surplus. Edge: The Third Culture, np. Retrieved from


Shirky, C. (2010). Cognitive surplus : creativity and generosity in a connected age. New York: Penguin Press.

Sproull, L., & Kiesler, S. (1991). Connections: New Ways of Working in the Networked Organization. Cambridge, Ma.: The MIT Press.

Stoll, C. (1999). High-tech heretic : why computers don't belong in the classroom and other reflections by a computer contrarian (1st ed.). New York: Doubleday.

Taleb, N. N. (2004). Fooled by Randomness. The Hidden Role of Chance in Life and in the Markets. New York: Random House.

Taleb, N. N. (2007). The Black Swan. The Impact of the Highly Improbable. New York: Random House.

Triplett, J. E. (2003). Performance Measures for Computers. Paper presented at the National Academy of Sciences STEP Board Workshop “Deconstructing the Computer”. Retrieved from


Tunbridge, N. (1995, September). The Cyberspace Cowboy. Australian Personal Computer, pp. 2-4

Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia. A Century of Public School Reform. Cambridge, Ma.: Harvard University Press.

Weston, J. (1997). Old Freedoms and New Technologies: The Evolution of Community Networking. The Information Society, 13(2), 195-201.

Retrieved from http://www.informaworld.com/10.1080/019722497129214