From instrumental use to an epistemic approach: Rethinking technology through the learning sciences
This paper reflects on the use of digital technology in learning, particularly within STEM educational contextsproposing a conceptual distinction between two modes of use: instrumental and epistemic. These categoriesenable a critical analysis of how certain forms of technological integration have li...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2025
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2066 |
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| Sumario: | This paper reflects on the use of digital technology in learning, particularly within STEM educational contextsproposing a conceptual distinction between two modes of use: instrumental and epistemic. These categoriesenable a critical analysis of how certain forms of technological integration have limited their educational potential by prioritizing technical operation over conceptual understanding. The instrumental approach –focused on the tool as an end in itself– has prevailed in various computer education initiatives, leading to a reductionist view of technology. In contrast, the epistemic use is highlighted for its value in fostering thinking skills, understood as a way of using technology to support the development of thinking. The paper argues that the learning sciences, as an interdisciplinary field, offer a robust theoretical framework to support this perspective. It also emphasizes the need for teacher training to incorporate these foundations, along with the development of accessible and culturally relevant educational applications. The paper concludes by proposing a thinking-oriented pedagogical model that goes beyond the superficial use of technology promoting a comprehensive cognitive development. |
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