La construcció virtual de la ment: implicacions psicoeducatives

New virtual minds are filling our classrooms. These are technological natives, young people and adolescents for whom the computer is a medium so incorporated into their daily lives that it has become transparent. Furthermore, the language enables them to communicate, interact and learn in such a way that the interfaces employed by ICTs become familiar to the point of becoming as “incarnate” and natural as speaking. This virtual construction of the mind process, while inevitable, involves signifi cant risks if it is not accompanied by the proactive and systematic mediation of educational agents, educators who are mostly technological emigrants, who have had to adapt from a printed to a digital culture. Despite this, they bring a set of textual information management resources, still prevalent in the content transmited by ICTs, without which new generations could sink and be swallowed up by an ocean saturated with valid knowledge but also polluted by manipulation, mercantilism, information poisoning and absolute banality. In this paper we argue that through education, especially edumatics, we can and must help to construct a virtual mind equipped for facing the challenges of the future on a sure footing, i.e. a virtual mind that is strategic.