Technologies, new literacies and teacher education for/in ciberculture

The intense use of new technologies in the digital society causes the emergence of new languages and behaviors, which demands both teachers and learners to develop new competences that go beyond the technical knowledge necessary to use these tools. Due to the high speed in which innovation occurs and new tools are introduced to our daily lives and our classrooms we face the challenge of preparing teachers to this scenario of constant changes from a critical perspective that allows them to work beyond technical and operational knowledge and develop a sense of critical ownership of these technologies in their teaching practice promoting real transformations in the educational context. Thus, this paper aims to discuss the role of digital technologies in contemporary society and think about teacher education for and in the context of ciberculture from the perspective of new and multiple literacies and critical appropriation of these technologies to the promotion of creative and innovative teaching and learning processes which comply with ciberculture demands. The paper presents a proposal for teacher education based on concepts of learning networks, colearning communities and collective intelligence as to contribute to collaborative construction of knowledge for the critical integration of these technologies in the educational process in ciberculture.