In the XXl centuary: Google is the virtual brain of virtualized knowledge..(2)

 The Google platform has become one of the virtual brains of virtualized knowledge of the 21st century

(…two)

*By Hector Williams Zorrilla

Virtualized knowledge places teachers and professors in the space and role that they must play in the teaching-learning process: they are guides, mentors, facilitators, promoters, motivators, and positive reinforcers of that process. Which means that they are NOT the writers, screenwriters, main actors, and directors of "the movie of the teaching-learning process".

In an era where knowledge is virtualized, teachers cannot try to teach with the old technique of “emptying information from their brains into the brains of students”.

To give an example, in today's virtualized teaching-learning process, while the teachers are imparting information to the students, at the same time, the students have the power to verify, in their intelligent tools at their disposal, if what these teachers are teaching has foundations or not. Students only have to enter one of the virtual brains, Google for example, and confirm, expand, or clarify the information shared by the teachers.

The virtualized knowledge of this age is dynamic, proactive, accelerated, instantly updated, and multi-path knowledge open and available to both teachers and students.

Teachers are still the teachers in the teaching-learning process, but they are no longer “know-it-alls” on whose the knowledge of students depend one hundred percent.

Virtualized knowledge is global, open, accessible to everyone equally. And for this to materialize in the teaching-learning process, it only needs two (2) ingredients or instruments to be present: intelligent media or instruments (cell phones, tablets, lab-tops), and free access to the internet (WIFI) with enough power of digital processing information.

We must make it clear that virtualized knowledge does NOT replace the direct AGENTS of knowledge: teachers as facilitating agents of knowledge, nor students as reciprocating AGENTS and motivated reproducers of the process.

For virtualized knowledge, the teacher-student relationship is dynamic, not passive, proactive, not receptive, multi-way, not two-way, interactive, not merely transmitting and receiving academic information.

*The author is a psychologist, university professor and writer