No me llames influencer. Nuevos artesanos digitales en educación

  1. Marcelo-García, Carlos 1
  2. Yot-Domínguez, Carmen 1
  3. Marcelo-Martínez, Paula 1
  4. Murillo, Paulino 1
  5. Mayor-Ruiz, Cristina 1
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
Campus Virtuales

ISSN: 2255-1514

Año de publicación: 2022

Volumen: 11

Número: 2

Páginas: 133-145

Tipo: Artículo

DOI: 10.54988/CV.2022.2.1150 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Campus Virtuales

Objetivos de desarrollo sostenible

Resumen

En este artículo planteamos indagar acerca de los perfiles y concepciones de influencers educativos españoles. Entrevistamos a 18 docentes de diferentes niveles educativos con una alta presencia y popularidad en Twitter. Encontramos, en primer lugar, una falta de identificación con el término influencer por banal, superficial y comercial. No se perciben como influencer por el hecho de haber conseguido ser muy seguidos y reconocidos en las redes sociales ya que la participación en ellas la entienden como contribución a una red de profesionales. Estos docentes desarrollan su identidad como nuevos artesanos digitales que fomentan una cultura de colaboración y que crean espacios de afinidad que permiten el aprendizaje informal. Crean comunidades artesanales, es decir, grupos de profesores que de forma colaborativa desarrollan soluciones, así como conocimiento, trabajando con sus propios medios y recursos. La motivación que les mueve es intrínseca, a través del reconocimiento y prestigio entre iguales.

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Fuente de los datos: Dialnet