Transformation of the Teacher into “Produser”: An Emergency Case from the Appropriation of Social Web-Based Technologies

Abstract

The teacher “produser” as an emerging figure that explores the ability of the subject to participate or to generate new experiences and content from information and communication technologies, provides a new overview of the impact of technological developments in the social, cultural and even educational fields. This overview is the main focus of this manuscript. For this reason, it is sought to investigate both the emerging role of this figure and its relation with the work of teachers in higher education. A quantitative methodological approach is adopted with exploratory design, which allows determining the favorability on behalf of the teachers to take on this role, through the technique of semantic differential. As a result of this approach, the produser is characterized by the will, cultural work and empathy shown to promote innovation and learning with autonomous and collaborative purposes in order to achieve relevance and flexibility in teaching. The conclusion is that transitioning to produser depends on its disassociation with economic components closer to the action of the prosumers and thereby generates processes of collective consciousness from the social web to address many different issues, both inside and outside of the classroom.