Abstract:

The present study treats an essential aspect in the development of theories in technological research: the Technological Identity, based on technological/mental representations and in accordance with the set of components which make it up. From there, it was born a compendium of five (5) different graded visions in the use of Information and Communication Technologies (ICT), in higher education (Totally Apologetic, Apologetic, Eclectic, Apocalyptic and Totally Apocalyptic), which try to explain the behavior of teachers and principals before these.
Despite the eternal academic diatribe on identity in all its extensions (personal, collective, religious, political, cultural and social, among others), everyday it seems to be more and more classifications of it; because each academic, each author, want to make a contribution, stating its acceptance or rejection of all those conceptualizations arising out of the same theory of identity, where the polysemy of the term, has been one of the major obstacles to unify criteria.
Thus was born the doubt about the existence of a technological identity, as an extension of self towards the use of technology; i.e., although there is a national identity, for example, the person feels identified with the homeland that he was born, or a religious identity, the individual considers his ego from a theological perspective; a social identity, the individual has a sense of belonging to a specific social group... is it possible that there is a technological identity? Is it possible that the individual feels identified with it and assumes it as a hidden component in his/her personal identity?
Under the precepts and scenarios above referred, there are today different ways of thinking, different attitudes towards the use of ICT in all educational levels, which translates into paradigms or visions before these technologies: a Totally Apologetic Vision, which supports 100% the use of technology and particularly ICT, but only internalizes the positive aspects of it, coming to excuse its negative aspects. An Apologetic Vision, which recognizes all the benefits of technology in general, and especially its use in the learning process, but it’s not too in love with technology or its advances. An Eclectic Vision, which takes the positive and the negative aspects of ICT, not supports it 100%, but nor rejects it: it is a bit skeptical and tries not to establish a radical position every time someone asks on technological matters.
From an opposite point of view, the Apocalyptic Vision conceives the technology as a necessary evil, without getting to recognize the true contributions of this to the learning process, by prepending the excuse of the high cost and geographical – space constraints. Finally, the Totally Apocalyptic Vision sees technology as a factor of domination and exploitation, under a totally skeptical paradigm to the use of ICT both in daily life and in education, based on the harmful aspects of technological growth and inequality in its use.

Keywords:

Education, ICT, Technological Identity, Visions.