Abstract
In the history of the development of the teaching and learning process, the teacher’s figure has always been regarded as having fundamental importance for students to develop their cognitive, emotional, and ethical capacities. However, in the digital culture society, there are indications of radical changes in this relationship, mainly because students access information, algorithmically located, through their electronic devices, especially their cellphones. In this context, the main objective of this article is to critically reflect on how teacher authority is gradually subsumed in relation to digital algorithmic authority. It is concluded that the critique of this process of subordination becomes necessary to think how teachers and students can become authors and architects of the teaching and learning process through the use of digital technology.
Keywords
authority; love and hate ambivalence; teachers and students; algorithms; digital culture