Track 7. Identity, technology and education. Identity construction processes in hyperconnected ecosystems


We live in a technology-driven society, where nothing escapes the hyperconnectivity generated by the latest technological artifacts and devices, more commonly referred to as screens. This reality is transforming our ways of thinking and communicating making an impact on the scenarios where subjects carry out their own identity configuration and development. Firstly, hyperconnectivity, as a structural phenomenon and cultural characteristic, begins to be a very noticeable reality impacting our forms of action and interaction, in the processes of identity construction. This need to be always connected has led us to live through a screen, in an OnLife world. Secondly, we are increasingly living away from contact with nature, which results in a wide range of behavioral problems, known as nature deficit disorder.
This confluence between a vital natural environment, and an artificial digital environment, causes a duality in our development where possible conflict arises when the technological environment, rather than a culture is an object that produces addiction and loss of the sense of self and, on the other hand, it breaks with the vital need of human connection with its natural environment.

In this line, this track aims to study the processes of construction, destruction and re-construction of the OnLife self and the impact that this phenomenon has in the externalization of our public self and the deficit of nature. We are looking for proposals that make the ways in which people’s identity can be affected by the use of the screens and the nature deficit.


  • Children, youth and screens
  • Leisure, nature and technology
  • Learning in virtual and natural environments
  • New learning ecosystems
  • Nature Deficit Disorder
  • Learning and virtual environments
  • Use of Technology and school
  • Education policy and technology
  • Identity construction in a hypertechnological world
  • Digital identity and elderly
  • Gerontechnology
  • OnLife learning processes
  • Contexts, mechanisms of constructing human experience
  • Blended Learning as digital learning methodology

Track Scientific Committee

José Manuel Muñoz-Rodríguez (University of Salamanca, Spain) – Chair
Judith Martin Lucas (University of Salamanca, Spain) – Chair
Teresa Pessoa (Universidade de Coimbra, Portugal) – Chair
Alberto Sánchez Rojo (Universidad Complutense de Madrid, Spain)
Alicia Murciano Hueso (Universidad de Salamanca, Spain)
Bárbara Mariana Gutiérrez Pérez (Universidad de Salamanca, Spain)
Bianca Thoilliez Ruano (Universidad Autónoma de Madrid, Spain)
Cristina Mesuita (Instituto Politécnico de Bragança, Portugal)
Eduardo Vila Merino (Universidad de Málaga, Spain)
Fernando Gil Cantero (Universidad Complutense de Madrid, Spain)
Francisco Esteban Bara (Universidad de Barcelona, Spain)
Jesús Ruedas Caletrio (Universidad de Salamanca, Spain)
Juan García Gutiérrez (Universidad Nacional de Educación a distancia, Spain)
Luciano Carlos Mendes de Freitas Filho (Universidade Federal do Rio de Janeiro, Brazil)
Luis Guilherme Augsburger (Universidade do Estado de Santa Catarina, Brazil)
Mª María del Mar Lorenzo Moledo (Universidad de Santiago de Compostela, Spain)
María do Rosário Pinheiro (Universidade de Coimbra, Portugal)
María José Hernández Serrano (Universidad de Salamanca, Spain)
Sara Serrate González (Universidad de Salamanca, Spain)
Tania Alonso Sainz (Universidad Autónoma de Madrid, Spain)
Trevor Spratt (Trinity College Dublin, Ireland)