Problemas de integración tecnológica en los contextos escolares
- Autores: Diego Luna
- Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 738-745
- Idioma: español
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Resumen
The technocratic or instrumentalist vision of the new educational resources must be countered with a rigorous knowledge of the real impact such elements are having in the classroom. Based on this premise, the aim of this contribution is to provide a global and critical view of the current processes of technological integration in the classroom by identifying the main challenges, inconsistencies or contradictions highlighted in recent literature. Taking as a comparative reference the guidelines for technological integration set out bythe European Economic and Social Committee (EESC) in 2014, we find the following: the definition of the pedagogical functions of ICT is more conditioned by technology companies than by educational policies; thereis no strategic dimension that guarantees the use of educational resources as means and not as ends; and new demands and inconsistencies appear in the way teachers work. Some of the conclusions are: 1) current educationaldiscourses present the new resources as infallible tools and blame their problems and shortcomings on the school paradigm they are trying to transform; 2) the provision of resources is not synonymous with improvededucational quality, as there are many other conditioning factors (pedagogical, organisational, cultural, family, etc.); and 3) educational research must prioritise the analysis of the methodologies that justify or not the use of new technologies in the classroom.
