Digital setting for instruction: Didactic communicative technology

Abstract

Considers learning as the passage of information from one code to another; from the biological ones (DNA/PROTEIN/PATTERN) to the psychic (LANGUAGE). Believes that the circulation of information between the codes is a spontaneous phenomenon due to the informational presence of the environment: teaching must technically accelerate learning, acting on environmental information. Considers the traditional school setting, where the environmental cultural source is the teacher. However, the teacher acts above all through his own presence, stimulating direct communication through gaze. Discusses how in the new education setting the cultural source is the computer, which can directly flood the environment with the whole of humanity’s knowledge. The teacher is therefore the catalyst providing above all the digital stimulus, with his gaze acting on the student’s halo/joint. Didactic communication technology must increase digital communication that is, usually, neglected: one of the solicitation means is represented by the chromatic environmental one, namely, blue, that is the most suitable, and by the strengthening of gaze, through telegaze.

Citation

Nigro, A. (2000), "Digital setting for instruction: Didactic communicative technology", Kybernetes, Vol. 29 No. 9/10, pp. 1103-1112. https://doi.org/10.1108/03684920010342170