He visto a las mejores mentes de mi generación destruidas por Google ¿Sólo un título Ciberpunk?

Abstract

The theorists of Media Ecology affirm forcefully that the media are not only artifacts that adhere to human praxis but
also translate into environments that modify the conceptions of life, interpretations and readings that human beings
make of the world; however, it is not only a matter of transforming what we think, what irrevocably changes is how we
think.
Thus, a reflection on the consequences of the media is urgent, even more so in contexts where they are increasingly
accessed at an early age. This task corresponds to all spheres, but at a higher level to education, which must ask itself
whether early exposure to certain technologies has consequences on the development of cognitive processes, which
must be reflected in the learning that is fostered at school.
It is important to review the cognitive cost of our media, because although they open infinite doors of access to
content and possibilities, they also make some functions obsolete, which in the long term can translate into valuable
losses that obscure windows of development.
The next exploration exercise is supported in theorists like the ones mentioned previously and particularly in Nicholas
Carr, Marshall Mc Luhan and Neil Postman hypothesis.