Virtual social networks, as alternatives in the teaching-learning processes of SENA Magdalena

This article refers to what is now considered as learning alternatives through the use of social networks in educational environments, where teachers and students relate formative activity in a context of interaction and virtual communication that benefits productivity and educational quality. While it is true that the inclusion of social networks in learning environments can lead to distractions that impede the development of individual and collaborative work and shift toward spaces of entertainment, these may become distracting elements that limit participation and the relationship between teacher and student. This intrinsic aspect, however, cannot overshadow technological evolution in teaching and learning processes, where virtual social networks are being optimally incorporated and integrated into different academic activities both inside and outside the classroom, as well as into the generational prospect of new knowledge and skills offered by 21st-century education. ICT in education has a dynamic and distinctive role in teaching and learning processes, acquiring a new function in the relationship between student and teacher in the development of critical and analytical thinking. The study shows that virtual social networks constitute a support that adapts pedagogical and training strategies in the classroom, facilitating social cohesion among members of the academic community. In this sense, social networks have become an innovative and flexible proposal that promotes student autonomy and collaborative learning.