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Several interpretations of the way in which students interact with various teaching media, ranging from traditional ones such as textbooks to new information and communication technologies, are presented. The analysis considers mediations established in the knowledge appropriation and constructi...
Several interpretations of the way in which students interact with various teaching media, ranging from traditional ones such as textbooks to new information and communication technologies, are presented. The analysis considers mediations established in the knowledge appropriation and construction, as well as the place of the learner. The paper reflects on the relation between knowledge and constructed learning together with curricular contents, considering technological and symbolic mediations which are part of the media employed. The study is based on the recovery of empirical references on the practice of study, access, validation and appropriation of knowledge in spaces of initial teachers’ education. Finally, new suggestion oriented to improve teachers education are presented with the aim of constructing proposals which should promote other ways of establishing relations between technology and knowledge.
