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Critical approach to educational technology in Spanish universities

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Critical approach to educational technology in Spanish universities

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Spanish universities are not alien to technological innovations, but their approach to them is basically instrumental. Neuroscience's contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes. This article analyses the recent scientific production on ICT and innovation in Spanish higher education, as well as the Spanish university teaching guides of education degree subjects related to technologies. This critical analysis is organized around three concepts: information, rationality and critical sense. Comparing the analysis results with the discoveries of neuroscience during the last decades reveals limits and contradictions in those areas that tend to be considered strongest in the technology-education relationship. We draw conclusions for revising the parameters for the approach to ICT in university education.
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Critical(approach(to(educational(
technology(in(Spanish(universities
Julio-César Mateus; Maria-Jose Masanet & Joan Ferr és
Universitat Pompeu Fabra, Barcelona
Goal
&
Hypothesis
To discuss from a critical perspective the
instrumental approach that prevails in the
academic field of educational technology in
Spanish universities
§H1: Ed-tech in education studies in Spain is focussed on the
information field, and entertainment is barely present if not
completely excluded.
§H2: Ed-tech is directed far more at the cognitive than the
emotional.
§H3: Ed-tech relates critical sense to knowledge more than
attitude.
The inadequacy of the informational
The inadequacy of the cognitive
The inadequacy of critical thinking
Which(
paradoxes?
Method
Rational
Emotional
Information / Knowledge
Entertainment
Critical linked to knowledge
Critical linked to attitude
Semantic(Fields
Content(analysis
50 articles and
communications
194 teaching guides for ed-
tech subjects taught in
Spanish education faculties
Semantic fields
Semantic Field Terms linked to the Semantic Field
Rational
know,
reason, reflection, knowledge,
information,
comprehension,
understanding, opinion,
thought,
analysis,
concept
Emotional
emotion,
feeling, motivation, attitude,
desire,
pleasure,
empathy, taste, unconscious, subconscious
Information /
Knowledge
information,
knowledge, concept,
comprehension,
understanding
Entertainment
entertainment,
free-time, leisure, fun,
storytelling,
story
Critical linked to
knowledge
critical
thinking, critical understanding,
critical
analysis,
critical reading, critical interpretation
Critical linked to
attitude
critical
attitude, critical posture, critical
behaviour,
critical
use, critical commitment
1.(The(paradox(of(
information
§In the articles: 1,468 terms belong to the semantic field of
information and only 112 references to entertainment
§In the teaching guides: 1,817 v. 129
Results
2.(The(paradox(of(
the(cognitive
§In the articles: 2,649 terms belong to the cognitive-rational
semantic field and only 245 to entertainment
§In the teaching guides:6,068 v. 396
Results
“Reason without
emotion is
impotent”
Lehrer, 2010
“Emotions are the
foundation of
everything we do,
even reasoning
Maturana & Bloch, 1998
3.(The(paradox(of(
criticism
§In the articles: only 23/50 include the concept of critical (46%), and
in these there are only 55 references to “critical”.
§In the teaching guides:in 52/194 teaching guides (26.80%) there is
no reference to critical.
§Self-criticism is almost totally absent.
Results
“the essential difference between reason and
emotion is that while emotion leads to action,
reason leads to drawing conclusions”.
Donald Calne, neurobiologist
Discussion
1. it is necessary to include new contents in
the educational treatment of technologies
2. it is necessary to change the point of
view from which contents are treated.
üit is necessary to include new contents in
the educational treatment of technologies
üit is necessary to change the point of view
from which contents are treated.
TO READ THE EXTENDED VERSION OF THIS STUDY:
Ferrés, J.; Masanet, M.J. & Mateus, J.C. (2018) Three paradoxes in the approach to educational
technology in the education studies of the Spanish universities. International Journal of
Educational Technology in Higher Education [in press]
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