ABSTRACT

This chapter is a result of empirical research into methodological experiments on didactic orientations and digital fluencies to help the teacher as an educational curator. Due to the arrival of digital technologies, which generate a high value of information from a variety of sources, the educational curation of content has had to expand in recent decades from its traditional definition to a more modern one. The advent of educational curation as a smart pedagogy occurs because, from a dialogical perspective, teachers must select and organize educational, informative, and formative content with regard to the number of material and digital sources available. In return, students should be guided on how to determine what the best digital tools and resources of research are. The profile of an educational curator emerges in a scenario of pedagogical and informational needs imposed from its demands for its practices, which imply domains of diverse forms of digital influences and diversified accesses to information. The term educational curation seems to be related to the cultural universe, with its origin in the arts. However, the educational curator should apply new activities that deepen research with regard to the optimization of resources distributed by and in the digital space for his students. Thus, in addition to answering these questions, this chapter is available for the educational curator, who proposes critical thinking, fake-news analysis, and creative activities through active and smart methodologies that can be applied in a school.