Hacia una visión contemporánea de la Tecnología Educativa

  1. Castañeda, Linda 1
  2. Salinas, Jesús 2
  3. Adell, Jordi 3
  1. 1 Universidad de Murcia, España
  2. 2 Universitat de les Illes Balears
    info

    Universitat de les Illes Balears

    Palma, España

    ROR https://ror.org/03e10x626

  3. 3 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Journal:
Digital Education Review

ISSN: 2013-9144

Year of publication: 2020

Issue Title: Number 37 June 2020 [Monographic] Digital learning: distraction or default for the future

Issue: 37

Pages: 240-268

Type: Article

DOI: 10.1344/DER.2020.37.240-268 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Digital Education Review

Sustainable development goals

Abstract

The aim of this paper is to discuss some of the key issues that define the research and practice of academic Educational Technology (EdTech) today and that explain, in part, its identity crisis. The theoretical analysis presented focuses on four themes: (1) the need for a more current and nuanced conceptualization of what technology is; (2) a redefinition of the field of study of Educational Technology, based on the relationship between technology and education, expanding its scope of study beyond the traditional dichotomy between devices/tools and instructional design; (3) the reconsideration of the relations of EdTech with other academic disciplines that serve as theoretical-analytical supports; and, finally, (4) the analysis of some of the weaknesses of current research in EdTech resulting from the dominant epistemological assumptions of recent decades, from the methodologies sponsored by the publications and from the type of knowledge they promote.

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