Digital convergence culture and sociocultural inclusion: interconnecting training and teaching practice

Abstract

This study is based on a qualitative research, a case study type, about the prospective implications of digital and technological convergence culture on teaching knowledge and on digital teaching learning. It is based on theoretical-conceptual examples, making an interrelation of two argumentative axis: the initial training of teachers in the University and the teaching practice of graduate students in elementary school. The research scenario is the Pedagogy Degree, whose main characters are new generation teachers and 21st century children. Knowing the implications of convergence culture brings new perspectives on planning and developing processes of teaching and learning through the use of pedagogical ambiences and digital choreographies which allow the integration of digital technologies of information and communication (DTIC) and the World Wide Web (hypertextual system used in world web on the Internet). The conclusion of this study is that higher education training in digital pedagogical ambience is important when building teaching knowledge in DTCI and WEB, which supports the consolidation of pedagogical and technological fluency. In schools, this ambience relies more often on confluent teachers than on the transference of last generation technologies. Educational convergent practices require continuity between initial training and teaching experience, a continuity that also needs to be integrated into hypermediatic pedagogical experience. In summary, the constitutive process of being a teacher involves the appropriation of digital and technological convergence culture, which challenges us to new postulates on teaching training.