Educational Technology in Crisis

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The presentation of the historical epistemological path is needed to understand and reconsider the discipline of Educational Technology in articulation to contributions of rupturistic theorists in order to reach to a critical proposal and a revision of its field. This field is facing a deep crisis w...

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Autor principal: Fainholc, Beatriz
Formato: Artículo publishedVersion
Lenguaje:Inglés
Publicado: 2008
Materias:
Educación
Acceso en línea:https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.15620/pr.15620.pdf
Aporte de:
Memoria Académica - FaHCE (UNLP) de Universidad Nacional de La Plata
id I19-R125-Jpr15620
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spelling I19-R125-Jpr156202023-04-05 2008 Fainholc, Beatriz The presentation of the historical epistemological path is needed to understand and reconsider the discipline of Educational Technology in articulation to contributions of rupturistic theorists in order to reach to a critical proposal and a revision of its field. This field is facing a deep crisis within a time of world crisis, specially in the southern hemisphere and in contexts of migration of nomad or poor users. The technology should be 'appropriate', socially grounded and culturally adequate in its pedagogical mediations depending on diverse scenarios and actors, who will select and combine traditional elements with virtual ones to be delivered in an electronic formats. Appropriate and Critical Technology is a special technological discipline and a knowledge field where we cultivate open and reflexive special knowledge, towards research and contrast at socio-educational practices, mediated by pedagogical projects and materials articulated with ICT. Its study objects are the educational-technological mediations as historical -cultural- semiologic and didactic environments and tools in diverse formats, which provoke different domains of the socio-cognitive structuring of learners in a situated and distributed way, inscribed within formal and non- formal, face-to-face and distance teaching practices. Fil: Fainholc, Beatriz. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina. application/pdf eng info:eu-repo/semantics/altIdentifier/hdl/10915/131992 info:eu-repo/semantics/altIdentifier/doi/10.2304/pfie.2008.6.2.224 info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-sa/4.0/ Policy Futures in Education 6(2), 224-234. (2008) ISSN 1478-2103 Educación Educational Technology in Crisis info:eu-repo/semantics/article info:ar-repo/semantics/artículo info:eu-repo/semantics/publishedVersion https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.15620/pr.15620.pdf
institution Universidad Nacional de La Plata
institution_str I-19
repository_str R-125
collection Memoria Académica - FaHCE (UNLP)
language Inglés
orig_language_str_mv eng
topic Educación
spellingShingle Educación
Fainholc, Beatriz
Educational Technology in Crisis
topic_facet Educación
description The presentation of the historical epistemological path is needed to understand and reconsider the discipline of Educational Technology in articulation to contributions of rupturistic theorists in order to reach to a critical proposal and a revision of its field. This field is facing a deep crisis within a time of world crisis, specially in the southern hemisphere and in contexts of migration of nomad or poor users. The technology should be 'appropriate', socially grounded and culturally adequate in its pedagogical mediations depending on diverse scenarios and actors, who will select and combine traditional elements with virtual ones to be delivered in an electronic formats. Appropriate and Critical Technology is a special technological discipline and a knowledge field where we cultivate open and reflexive special knowledge, towards research and contrast at socio-educational practices, mediated by pedagogical projects and materials articulated with ICT. Its study objects are the educational-technological mediations as historical -cultural- semiologic and didactic environments and tools in diverse formats, which provoke different domains of the socio-cognitive structuring of learners in a situated and distributed way, inscribed within formal and non- formal, face-to-face and distance teaching practices.
format Artículo
Artículo
publishedVersion
author Fainholc, Beatriz
author_facet Fainholc, Beatriz
author_sort Fainholc, Beatriz
title Educational Technology in Crisis
title_short Educational Technology in Crisis
title_full Educational Technology in Crisis
title_fullStr Educational Technology in Crisis
title_full_unstemmed Educational Technology in Crisis
title_sort educational technology in crisis
publishDate 2008
url https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.15620/pr.15620.pdf
work_keys_str_mv AT fainholcbeatriz educationaltechnologyincrisis
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