Abstract:

In our article, what is being examined is how youngsters utilize technology and create prerequisites of criticizing teachers’ attitudes and behaviors. To Greek society, teachers were tied to knowledge authority as well as to hierarchy in groups being legalized in terms of imposing penalties and punishments. They were perceived by their students under this dual capacity and, in general, an environment in which a teachers’ role conducive to confine in-school tensions, since the student seemed to be directly depended on the teacher through grading or penalties imposed by the teacher, had been formulated.

New technologies create a new environment of dialogue among students so that situations and incidents previously unobserved within the educational environment are pushed forward whereas teachers or educational acts are stigmatized. Students through social networks developed feel strong to push forward educational issues. They are particularly engaged with the educational environment; evaluate issues related to the educational work, the educational community attitude and behavior as well as schools organization. They seem to be formulated as members in the education structure and function as students-citizens, who, by practicing some social control, monitor the educational structures by subverting the balances created on the basis of silence and discipline. If, during the previous years, before the social networks utilization, students have seemed to be closed in upon the mechanisms of educational authority, it seems that with new technologies they seem to enter into a procedure of projecting educational standpoints through a social rationalism formulated within social networks conducive even to educational impacts.

Technology utilization seems to liberate students by creating individuals entireties communicating with speed through e-mails, developing fields of discussion and consideration with extended students’ groups. Thus, one student’s observation for an educational issue is pushed forward to a dialogue issue for many different students ending up to the issue projection and demanding respectively its resolution by concurrently legalizing any form of protest, cancelling former interpretations about the student as an individual attached to education outside the political and social system. At this point, reference is made to abstentions from classes, generalized throughout Greece, since demands are formulated that through deliberation in social networks students quest for common educational issues to be pushed forward. Their participation in political situations is simultaneously examined in which, through social networks, they presented demands as young students meaning that they have been formulated in a collectivity to differentiate themselves from adults by presenting young people’s demands with the feeling that an insecure or uncertain future threatening them lies over their heads.
To recapitulate, the dynamics of dialogue formulated through new technologies is pushed forward in this article. The students-citizens act as citizens by monitoring the educational system, subverting the prescribed teachers’ authoritative tensions, functioning within a framework for the creation of a democratic educational