The Strength of the Story: Mcing and Social Networking.

Today, we are surrounded by digital tools and computer devices which have redesigned our relationship with the world we live in. In fact, many of the socio-cultural changes currently taking place are increasingly determined by technological progress, in a sort of dynamic interdependence which is not always fully understood, especially when it comes to analyze the influences these communication systems have on human emotions, and also the educational and practical possibilities they can offer. This is a problem which is highlighted by the already existing and growing disparity between the acceleration of these new media, in terms of progress and diffusion, and the more syncopated pace of social evolution. The pressure exercised by today digital network technology and mobile communication is particularly felt within the education system. It was inevitable that this wave of change would also affect the education and teaching establishment in general, and schools in particular. With the integration of this new technology, schools have had to, and will have to review, not only their conceptual and curricular frameworks, which will need to be updated, through coherent programming guidelines, into education and training courses for the technological era, but also their teaching practices and strategies. This article aims to examine some of the conceptual and operative possibilities discussed above with the arrival of the latest generation computer systems, focusing on the new “spaces” which educational science should analyze and use, in order to update and respond to the requirements of an increasingly advanced and globalized scientific world. In this regard, in the opposition between high-tech and the human factor, between information and knowledge, between individual learning and social practice, between formal and informal learning contexts, there is space, in my opinion, for a different approach to education, articulated in terms of education processes, and which brings together both the virtual and the physical, de-territorialization and roots, vehicle and contents, through the new narrative possibilities which have been opened with web 2.0. This sort of paradigmatic idea places greater emphasis on social and co-operative practices, on education dynamics and on the ways in which students learn, surpassing the traditional idea that teaching is simply the transmission of contents.