Pub Date : 2020-12-21DOI: 10.1344/DER.2020.38.1-22
Yolanda García Contador, Prudencia Gutiérrez-Esteban
Este trabajo presenta un estudio realizado acerca de los cambios en el rol docente en el contexto de la Sociedad Digital. A partir de un cuestionario con preguntas cerradas, con una muestra de 151 docentes de distintos niveles educativos, se presentan los principales resultados que apuntan a la necesidad autopercibida de mejora en la formacion del profesorado, convirtiendose en un elemento clave en el proceso de ensenanza-aprendizaje, siendo necesario conocer las competencias y capacidades que el profesorado debe adquirir para una correcta integracion de las tecnologias digitales en el curriculum. Ademas, el estudio indaga el grado de inclusion de las tecnologias en el aula para conocer el uso que hacen los docentes de las tecnologias en su practica de ensenanza. Los resultados igualmente, muestran que la mayoria del profesorado considera que la integracion de las TIC supondra un cambio en la calidad de la ensenanza. Asi mismo, en relacion con el grado de inclusion digital, el profesorado hace un uso diario de las tecnologias digitales, siendo el whatssap la red social mas usada por profesores y profesoras.
{"title":"El rol docente en la sociedad digital","authors":"Yolanda García Contador, Prudencia Gutiérrez-Esteban","doi":"10.1344/DER.2020.38.1-22","DOIUrl":"https://doi.org/10.1344/DER.2020.38.1-22","url":null,"abstract":"Este trabajo presenta un estudio realizado acerca de los cambios en el rol docente en el contexto de la Sociedad Digital. A partir de un cuestionario con preguntas cerradas, con una muestra de 151 docentes de distintos niveles educativos, se presentan los principales resultados que apuntan a la necesidad autopercibida de mejora en la formacion del profesorado, convirtiendose en un elemento clave en el proceso de ensenanza-aprendizaje, siendo necesario conocer las competencias y capacidades que el profesorado debe adquirir para una correcta integracion de las tecnologias digitales en el curriculum. Ademas, el estudio indaga el grado de inclusion de las tecnologias en el aula para conocer el uso que hacen los docentes de las tecnologias en su practica de ensenanza. Los resultados igualmente, muestran que la mayoria del profesorado considera que la integracion de las TIC supondra un cambio en la calidad de la ensenanza. Asi mismo, en relacion con el grado de inclusion digital, el profesorado hace un uso diario de las tecnologias digitales, siendo el whatssap la red social mas usada por profesores y profesoras.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41643482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1344/DER.2020.38.23-41
Danilo Nogueira Prata, Silviane Barbato, M. I. González
Este articulo tuvo como objetivo analizar la produccion de la identidad docente a traves de posicionamientos, en actividades en ambientes virtuales de aprendizaje. La identidad docente, como fenomeno social, se refiere a un conjunto de posicionamientos organizados en semiosis, interpretaciones de si mismo y tensiones entre yo-otros. Se desarrollo un estudio de caso con un estudiante de formacion inicial docente, que realizo cinco actividades virtuales: dos realizadas en Moodle y tres en Facebook. Todas ellas fueron sometidas a analisis dialogico-tematico, a partir del cual se elaboraron tablas y mapas de posicionamientos. Los resultados indican que las posiciones yo-otro-mundo varian de acuerdo al ambiente virtual y a la especificidad de las consignas de las actividades, y se ponen en evidencia en las relaciones dialogicas en multiples planos: construcciones colectivas individuales de conocimiento; diferentes posiciones yo otro; actuaciones dirigidas yo-estudiante mundo-actividad. Las actuaciones fueran clasificadas como reflexivas y/o practicas con sentidos de: (a) incentivador, (b) creador de estrategias, (c) tradicional, (d) experimentador y (e) mediador. Se concluye que las actividades promueven nuevos posicionamientos y que la identidad docente emerge en el interjuego entre ser estudiante en el presente e ir convirtiendose en profesor.
{"title":"Ambientes virtuales de aprendizaje y producción de identidad en la formación inicial docente","authors":"Danilo Nogueira Prata, Silviane Barbato, M. I. González","doi":"10.1344/DER.2020.38.23-41","DOIUrl":"https://doi.org/10.1344/DER.2020.38.23-41","url":null,"abstract":"Este articulo tuvo como objetivo analizar la produccion de la identidad docente a traves de posicionamientos, en actividades en ambientes virtuales de aprendizaje. La identidad docente, como fenomeno social, se refiere a un conjunto de posicionamientos organizados en semiosis, interpretaciones de si mismo y tensiones entre yo-otros. Se desarrollo un estudio de caso con un estudiante de formacion inicial docente, que realizo cinco actividades virtuales: dos realizadas en Moodle y tres en Facebook. Todas ellas fueron sometidas a analisis dialogico-tematico, a partir del cual se elaboraron tablas y mapas de posicionamientos. Los resultados indican que las posiciones yo-otro-mundo varian de acuerdo al ambiente virtual y a la especificidad de las consignas de las actividades, y se ponen en evidencia en las relaciones dialogicas en multiples planos: construcciones colectivas individuales de conocimiento; diferentes posiciones yo otro; actuaciones dirigidas yo-estudiante mundo-actividad. Las actuaciones fueran clasificadas como reflexivas y/o practicas con sentidos de: (a) incentivador, (b) creador de estrategias, (c) tradicional, (d) experimentador y (e) mediador. Se concluye que las actividades promueven nuevos posicionamientos y que la identidad docente emerge en el interjuego entre ser estudiante en el presente e ir convirtiendose en profesor.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48641111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1344/DER.2020.38.42-60
Andrés Chiappe, Herly Constanza Ibarra, Luis Lizasoain
At the end of the 2000´s, MOOCs broke into the educational field with the promise of learning with features more suited to the demands of our times. Their connectivist genesis provided a provocative expectation regarding the potential of collaboration, sharing, reuse, and free access, as factors of a possible transformation of the current educational system, which has been characterized by being rigid and reluctant to change. Given the relevance and growing participation of MOOC in education, there is a strong interest in understanding both their functioning and structure so that they can be considered as relevant educational options for a networked society. In this sense, a mixed study was conducted on 225 MOOCs based on the four categories that make up their denomination. The results of the study show that the contributions of MOOCs as generators of shared and collaborative learning experiences as proposed in their origins are not reflected in the reality of their current offering.
{"title":"Learning in the openness: the lost way of the MOOC","authors":"Andrés Chiappe, Herly Constanza Ibarra, Luis Lizasoain","doi":"10.1344/DER.2020.38.42-60","DOIUrl":"https://doi.org/10.1344/DER.2020.38.42-60","url":null,"abstract":"At the end of the 2000´s, MOOCs broke into the educational field with the promise of learning with features more suited to the demands of our times. Their connectivist genesis provided a provocative expectation regarding the potential of collaboration, sharing, reuse, and free access, as factors of a possible transformation of the current educational system, which has been characterized by being rigid and reluctant to change. Given the relevance and growing participation of MOOC in education, there is a strong interest in understanding both their functioning and structure so that they can be considered as relevant educational options for a networked society. In this sense, a mixed study was conducted on 225 MOOCs based on the four categories that make up their denomination. The results of the study show that the contributions of MOOCs as generators of shared and collaborative learning experiences as proposed in their origins are not reflected in the reality of their current offering.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.109-129
Diego Fernando Barragán Giraldo, Juan Carlos Amador Báquiro
This work document presents an approach to the appropriation of Colombian public policy related to the ICTs in the educational field, during the period of 2000 thru 2019. After a walkthrough to the scenario of international initiatives for the implementation of ICTs in schools, some theoretical approaches are presented that configure what in this work has been named the field of digital appropriation in education , which oriented the analysis of data. Subsequently, the analytical results of the public policy milestone documents during the aforementioned period are presented; as well as the testimonies of stakeholders, showing an underlying instrumental digital literacy logic, subordinated to the market, that does not seem to allow the generation of digital culture from the school. Amongst other aspects, it is concluded that, despite the investment made in connectivity and equipment provisioning, public policy has not transformed the practices of educational actors.
{"title":"Appropriation of ICT in the educational field: approach to public policy in Colombia years 2000-2019","authors":"Diego Fernando Barragán Giraldo, Juan Carlos Amador Báquiro","doi":"10.1344/der.2020.37.109-129","DOIUrl":"https://doi.org/10.1344/der.2020.37.109-129","url":null,"abstract":"This work document presents an approach to the appropriation of Colombian public policy related to the ICTs in the educational field, during the period of 2000 thru 2019. After a walkthrough to the scenario of international initiatives for the implementation of ICTs in schools, some theoretical approaches are presented that configure what in this work has been named the field of digital appropriation in education , which oriented the analysis of data. Subsequently, the analytical results of the public policy milestone documents during the aforementioned period are presented; as well as the testimonies of stakeholders, showing an underlying instrumental digital literacy logic, subordinated to the market, that does not seem to allow the generation of digital culture from the school. Amongst other aspects, it is concluded that, despite the investment made in connectivity and equipment provisioning, public policy has not transformed the practices of educational actors.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46532643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.240-268
L. Castañeda, Jesús Salinas, J. Adell
El objetivo de este trabajo es someter a debate algunos de los temas clave que definen la investigacion y la practica de la Tecnologia Educativa academica (TE) en la actualidad y que explican, en parte, su crisis de identidad. El analisis teorico que se presenta centra su atencion en cuatro temas: (1) la necesidad de un concepto mas actual y matizado sobre que es la tecnologia; (2) una redefinicion del campo de estudio de la Tecnologia Educativa basada en la relacion entre tecnologia y educacion, ampliando su ambito de estudio mas alla de la dicotomia tradicional entre dispositivos y diseno instruccional; (3) la reconsideracion de sus relaciones con otras disciplinas academicas que le sirven como soportes teorico-analiticos; y, finalmente, (4) el analisis de algunas de las debilidades de la investigacion actual en TE producto de las asunciones epistemologicas dominantes en las ultimas decadas, de las metodologias auspiciadas por las publicaciones y del tipo de conocimiento que promueven.
{"title":"Hacia una visión contemporánea de la Tecnología Educativa","authors":"L. Castañeda, Jesús Salinas, J. Adell","doi":"10.1344/der.2020.37.240-268","DOIUrl":"https://doi.org/10.1344/der.2020.37.240-268","url":null,"abstract":"El objetivo de este trabajo es someter a debate algunos de los temas clave que definen la investigacion y la practica de la Tecnologia Educativa academica (TE) en la actualidad y que explican, en parte, su crisis de identidad. El analisis teorico que se presenta centra su atencion en cuatro temas: (1) la necesidad de un concepto mas actual y matizado sobre que es la tecnologia; (2) una redefinicion del campo de estudio de la Tecnologia Educativa basada en la relacion entre tecnologia y educacion, ampliando su ambito de estudio mas alla de la dicotomia tradicional entre dispositivos y diseno instruccional; (3) la reconsideracion de sus relaciones con otras disciplinas academicas que le sirven como soportes teorico-analiticos; y, finalmente, (4) el analisis de algunas de las debilidades de la investigacion actual en TE producto de las asunciones epistemologicas dominantes en las ultimas decadas, de las metodologias auspiciadas por las publicaciones y del tipo de conocimiento que promueven.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.32-48
Adeneye Olarewaju Adeleye Awofala, O. S. Olabiyi, Racheal O Okunuga, Omolabake Temilade Ojo, Adeyemi Abayomi Awofala, Abisola O. Lawani
Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21 st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.
{"title":"Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria","authors":"Adeneye Olarewaju Adeleye Awofala, O. S. Olabiyi, Racheal O Okunuga, Omolabake Temilade Ojo, Adeyemi Abayomi Awofala, Abisola O. Lawani","doi":"10.1344/der.2020.37.32-48","DOIUrl":"https://doi.org/10.1344/der.2020.37.32-48","url":null,"abstract":"Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21 st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45361315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.172-194
A. Zainal, Siti Zaidah Zainuddin
Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.
{"title":"Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives","authors":"A. Zainal, Siti Zaidah Zainuddin","doi":"10.1344/der.2020.37.172-194","DOIUrl":"https://doi.org/10.1344/der.2020.37.172-194","url":null,"abstract":"Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43800737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.154-171
A. L. F. Velázquez, Maria Cristina Cardenas Peralta, José Ángel Mandujano Canto
Since 1997, Mexico - like many Latin American countries - has seen significant public and private investment aimed at incorporating information technology in the classroom. In-class information technology holds the great promise of revolutionizing the teaching-learning process. The reality is different, often showing negligible impact from such efforts. One common criticism has been the failure to properly train and support teachers before rolling out technology for use in their classrooms. This article looks at a recent effort of the Mexican government to address the issue of teacher training and support. @prende 2.0 was a program of the Mexican federal government that involved 2,700 digital trainers who trained more than 63,000 teachers in the use of technological equipment that they would be provided. Analyzing administration information and hard data from @prende, this article analyzes the program’s successes and challenges to fashion a series of recommendations regarding similar training and support efforts.
{"title":"Lessons from the Training and Support of Teachers in the Development of Digital Skills: A case study of @prende 2.0","authors":"A. L. F. Velázquez, Maria Cristina Cardenas Peralta, José Ángel Mandujano Canto","doi":"10.1344/der.2020.37.154-171","DOIUrl":"https://doi.org/10.1344/der.2020.37.154-171","url":null,"abstract":"Since 1997, Mexico - like many Latin American countries - has seen significant public and private investment aimed at incorporating information technology in the classroom. In-class information technology holds the great promise of revolutionizing the teaching-learning process. The reality is different, often showing negligible impact from such efforts. One common criticism has been the failure to properly train and support teachers before rolling out technology for use in their classrooms. This article looks at a recent effort of the Mexican government to address the issue of teacher training and support. @prende 2.0 was a program of the Mexican federal government that involved 2,700 digital trainers who trained more than 63,000 teachers in the use of technological equipment that they would be provided. Analyzing administration information and hard data from @prende, this article analyzes the program’s successes and challenges to fashion a series of recommendations regarding similar training and support efforts.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.195-207
Juana M. Sancho -Gil
In the last fitty years, the remarkable development of digital technology, that has permeated practically all social, economic and cultural, political and technological realms is producing several phenomena that have a direct impact in education. In this paper, I discuss first, the fact that more and more we refer to digital technology as just ‘technology”, as if the rest of the many organizational, symbolic, artefactual and biotechnological developments were something “natural”. Second, I refer to the rise and spread of technological solutionism in education and a growing discourse that sees every new digital technology as the arrival of the Promised Land, as the panacea to solve the problems of education. I go on analysing the collateral effects of this discourse in the educational practice, with an especial reference to persuasive technologies and Big Data. The article concludes with the request and the need for researchers, practitioners and education policy makers to avoid the temptation to solve a deeply "wicked" problem such as education with simple solutions.
{"title":"Digital technology as a trigger for learning: promises and realities","authors":"Juana M. Sancho -Gil","doi":"10.1344/der.2020.37.195-207","DOIUrl":"https://doi.org/10.1344/der.2020.37.195-207","url":null,"abstract":"In the last fitty years, the remarkable development of digital technology, that has permeated practically all social, economic and cultural, political and technological realms is producing several phenomena that have a direct impact in education. In this paper, I discuss first, the fact that more and more we refer to digital technology as just ‘technology”, as if the rest of the many organizational, symbolic, artefactual and biotechnological developments were something “natural”. Second, I refer to the rise and spread of technological solutionism in education and a growing discourse that sees every new digital technology as the arrival of the Promised Land, as the panacea to solve the problems of education. I go on analysing the collateral effects of this discourse in the educational practice, with an especial reference to persuasive technologies and Big Data. The article concludes with the request and the need for researchers, practitioners and education policy makers to avoid the temptation to solve a deeply \"wicked\" problem such as education with simple solutions.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43536972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.79-95
Begoña Gros, J. Sánchez, Iolanda Garcia, Cristina Alonso
In most of the European countries, the implementation of digital technologies has been driven through government education policies. In this contribution, we will focus on the analysis of the role of actions promoted by the Government of Catalonia from the 80s to the present taking into account the international studies about digital education. Numerous initiatives and programs have been supported in Catalonia over the years without, in many cases, a lack of continuity and evaluation of the results obtained. However, the new initiatives on digital education in Catalonia open new expectations. For the first time, the focus is not only the integration of digital technology, but also the improvement of education and not focused exclusively on the use of digital technologies.
{"title":"Cuatro décadas de políticas para integrar las tecnologías digitales en el aula en Cataluña: acciones, logros y fracasos","authors":"Begoña Gros, J. Sánchez, Iolanda Garcia, Cristina Alonso","doi":"10.1344/der.2020.37.79-95","DOIUrl":"https://doi.org/10.1344/der.2020.37.79-95","url":null,"abstract":"In most of the European countries, the implementation of digital technologies has been driven through government education policies. In this contribution, we will focus on the analysis of the role of actions promoted by the Government of Catalonia from the 80s to the present taking into account the international studies about digital education. Numerous initiatives and programs have been supported in Catalonia over the years without, in many cases, a lack of continuity and evaluation of the results obtained. However, the new initiatives on digital education in Catalonia open new expectations. For the first time, the focus is not only the integration of digital technology, but also the improvement of education and not focused exclusively on the use of digital technologies.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45244696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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