Debates regarding Technology and Education: contemporary pathways and pending conversations
DOI:
https://doi.org/10.5944/ried.22.1.23020Keywords:
educational technology, educational research, digital agency, data literacy.Abstract
The main goal of this special issue of RIED is trying to contribute to promoting critical transformation processes in the field of Educational Technology through a collection of nine articles that manage to make, at the same time, a state of the art and an analysis of some of the debates that have gained strength in the field in recent times. This introduction is not intended to summarize these articles, but to offer an overview and, at the same time, to propose a dialogue that includes the points of view expressed in these articles, other perspectives that have surely been insinuated to us in research and even others that seem latent in our praxis. Specifically, with an intention of proposition, seven pending conversations are succinctly considered, that refer to: 1) Understanding educational processes with technology and technologies to understand educational processes; 2) Making educational decisions with technology; 3) Digital agency; 4) The nature of educational institutions in times of technology; 5) Enriching the role of participants in institutions with technologies; 6) Defining educational technology; and, finally, 7) Investigating educational technology.
Downloads
References
Adell, J. (2018). Más allá del instrumentalismo en tecnología educativa. En J. Gimeno (Ed.), Cambiar los contenidos, cambiar la educación. Madrid: Morata.
Area, M. (1991). Los medios, los profesores y el currículo. Barcelona: Sendai.
Bartolomé, A., Castañeda, L., y Adell, J. (2018). Personalisation in educational technology: the absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0095-0
Bartolomé, A., y Moral, J. M. (Eds.). (2018). Blockchain en Educación. Cadenas rompiendo moldes. Barcelona: LMI (Colección Transmedia XXI). Disponible en http://www.lmi.ub.es/transmedia21/
Bromley, H. (1997). The Social Chicken and The Technological Egg: Educational Computing and the Technology/Society Divide. Educational Theory, 47(1), 51-65. https://doi.org/10.1111/j.1741-5446.1997.00051.x
Buckingham Shum, S., Sándor, Á., Goldsmith, R., Wang, X., Bass, R., y McWilliams, M. (2016). Reflecting on Reflective Writing Analytics: Assessment Challenges and Iterative Evaluation of a Prototype Tool. En Proceedings of the Sixth International Conference on Learning Analytics y Knowledge (pp. 213–222). New York, NY, USA: ACM. https://doi.org/10.1145/2883851.2883955
Cabero, J. (Ed.). (2007). Tecnología Educativa. Madrid: McGraw-Hill Interamericana de España S.L.
Cabero, J., Barroso, J., y Llorente, M. del C. (2015). Tecnología educativa: historia, concepto y bases conceptuales. En J. Cabero y J. Barroso (Eds.), Nuevos retos en tecnología educativa (pp. 19-40). Madrid: Síntesis.
Cabero, J., y Martínez Sánchez, F. (Eds.). (1995). Nuevos canales de comunicación en la enseñanza. Madrid: Editorial Universitaria Ramón Areces.
Carlson, J., & Johnston, L. (Eds.). (2015). Data Information Literacy: Librarians, Data, and the Education of a New Generation of Researchers. West Lafayette, Indiana: Purdue University Press. http://www.jstor.org/stable/j.ctt6wq2vh
Castañeda, L. (2016). Suelo y sol: más pensamiento y contexto para la innovación educativa. Boletín de la Institución Libre de Enseñanza, (104), 37-50.
Castañeda, L., y Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15, 22. https://doi.org/10.1186/s41239-018-0109-y
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. https://doi.org/10.1007/BF02299088
Clow, D. (2012). The Learning Analytics Cycle: Closing the Loop Effectively. En Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 134–138). New York, NY, USA: ACM. https://doi.org/10.1145/2330601.2330636
Cuban, L. (1993). Computers meet classroom: Classroom wins. Teachers College Record, 95(2), 185-210.
de Pablos, J. (2009). Tecnología educativa: La formación del profesorado en la era de Internet. Málaga: Ediciones Aljibe, S.L.
Emirbayer, M., y Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023. https://doi.org/10.1086/231294
Gummer, E., y Mandinach, E. (2015). Building a Conceptual Framework for Data Literacy. Teachers College Record, 117(4), n4. p. 1-22 http://www.tcrecord.org/library/abstract.asp?contentid=17856
Hull G. A., y Stornaiuolo A. (2014). Cosmopolitan Literacies, Social Networks, and “Proper Distance”: Striving to Understand in a Global World. Curriculum Inquiry, 44(1), 15-44. https://doi.org/10.1111/curi.12035
Liyanagunawardena, T. R., Adams, A. A., y Williams, S. A. (2013). MOOCs: A Systematic Study of the Published Literature 2008-2012. International Review of Research in Open and Distance Learning, 14(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455
Martínez Bonafé, J. (2001). Arqueología del concepto «compromiso social» en el discurso pedagógico y de formación docente. Revista Electrónica de Investigación Educativa (REDIE), 3(1). Recuperado de http://www.redalyc.org/articulo.oa?id=15503106
Masschelein, J., y Simons, M. (2015). Education in times of fast learning: the future of the school. Ethics and Education, 10(1), 84-95. https://doi.org/10.1080/17449642.2014.998027
Morozov, E. (2013). To Save Everything, Click Here: The Folly of Technological Solutionism. New York: PublicAffairs.
Oliver, M. (2016). What is Technology. En N. Rushby y D. Surry (Eds.), Wiley Handbook of Learning Technology. Chichester, UK ; Malden, MA: Wiley Handbooks in Education.
Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., y Smits, A. (2018). Digital Agency: Empowering Equity in and through Education. Technology, Knowledge and Learning, 23(3), 425-439. https://doi.org/10.1007/s10758-018-9384-x
Patrignani, N., y Whitehouse, D. (2018). Slow tech and ICT: a responsible, sustainable and ethical approach. Cham: Palgrave Macmillan.
Rauch, J. (2018). Slow media: why «slow» is satisfying, sustainable, and smart. New York: Oxford University Press.
Selwyn, N. (2016). Is technology good for education? Cambridge, UK: Polity Press.
Swan, M. (2013). The Quantified Self: Fundamental Disruption in Big Data Science and Biological Discovery. Big Data, 1(2), 85-99. https://doi.org/10.1089/big.2012.0002
Webster, M. D. (2017). Philosophy of Technology Assumptions in Educational Technology Leadership. Journal of Educational Technology y Society, 20(1), 25–36. https://www.jstor.org/stable/jeductechsoci.20.1.25
Whitson, J. R. (2013). Gaming the quantified self. Surveillance and Society, 11(1-2), 163-176.
Williamson, B. (2013). The future of the curriculum: school knowledge in the digital age. London: The MIT Press.
Winner, L. (1980). Do Artifacts Have Politics? Daedalus, 109(1), 121-136.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 RIED. Revista Iberoamericana de Educación a Distancia
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
