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The objective behind this article is to study the proliferation of the politics of information technology (IT) in Sweden, 1994-2003, based on a discourse analysis. The article argues that the Swedish IT political discourse is characterised by a guiding rule according to which there exist an autonomous & inevitable historical path towards the "information society." Swedish citizens are defined as dependent subjects, without any means to influence the advent of this new society. Instead they have to comply with new requirements in terms of swift social adaptation & life-long learning. In addition, the IT-political discourse is distinguished by nationalist optimism, as well as democratic ambitions. This also gives rise to peculiar contradictions within the discourse, for instance in the educational arena where there is a clash between individualist pedagogical doctrines & collective compliance to the information society. The author concludes that Swedish IT politics have hitherto mainly focused on affecting definitions & perceptions through the persuasive use of a model of steering which the author labels "visionary governance," ie, the establishment of an authoritative definition of the future by certain experts or "visionaries." Discursive power within such a model consists in making all actors addressing the political issue unanimously. 24 References. Adapted from the source document.

In a review of Mikael Sundstrom's Connecting Social Science and Information Technology. Democratic Privacy in the Information Age, Sundstrom's account of a theoretical framework that may serve to simplify information technology environments, with a particular emphasis on the importance of privacy (as defined in liberal democratic societies) is critiqued on the grounds that it is reductive in some ways: the concept of a 'grand base' for information technology innovation that attends to access time, information sequentially, interactivity, pervasiveness, real-time transfer, recipient anonymity, sender anonymity, recipient transfer cost, recipient enabling cost, recipient verification of sender authenticity, & search & retrieve ability, while laudable, is not matched by an attention to practicality or cost of implementation. In his response, Sundstrom claims that he has been misunderstood, particularly in his account of the 'grand base,' whereas the author, in his reply, disputes this. 4 References. A. Siegel

The current situation in the field of education demands teachers who are capable of functioning in new learning scenarios where the possibilities offered by ICT for information acquisition and communication processes are enormous. In this sense, it is necessary to have postgraduate programs that contribute to the development of digital skills in teachers. The main purpose of this work is to propose the curricular design for a Master's program in Education, Mention in Management of Learning Mediated by ICT, offered by Universidad Nacional de Chimborazo in Ecuador. For this, a qualitative research was undertaken in order to characterize and determine the most important features of each module of the curriculum. A documentary research design was applied through the PICOC method (Population, Intervention, Comparison, Outcome, Context). The result of this work was a curricular mesh that consists of 12 study modules wherein aspects such as: digital literacy for the new society were addressed; didactics in new digital environments; the design and development of content and digital resources for learning; new ways of learning and innovating in education; as well as research in educational technology.

Due to the impact of the internet and technology on the millennials generation, the teaching and learning process must be integrated by both trends, as they can increase university students' motivation as well as their levels of class participation. This integration can be achieved through potential and authentic pedagogical strategies: warm-up activities using smartphones and a technological tool called Quizizz. The objectives of this study were: 1) to identify if students increased their class participation after using quizzes and smartphones as a warm-up strategy, and 2) to explore the perceptions of the students about their level of class participation. Data were collected with the application of three instruments (the teacher's diary, a classroom map, a students' perception scale) and also a combination of a qualitative and a quantitative data analysis. The results of this study pointed out that all of the 47 participants improved their willingness to participate in class. However, their own perceptions about participation did not show any particular change. In other words, the students´ willingness to participate in class positively changed, but their own perceptions about participation remained the same before and after the application of these strategies.