Ecosistemas locales de aprendizaje ante la globalización tecnológica.retos de los modelos educativos digitales pospandemia

  1. Román Mendoza, Esperanza 1
  2. Suárez-Guerrero, Cristóbal 2
  1. 1 George Mason University
    info

    George Mason University

    Fairfax, Estados Unidos

    ROR https://ror.org/02jqj7156

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Revista Interuniversitaria de Investigación en Tecnología Educativa

ISSN: 2529-9638

Year of publication: 2021

Issue Title: Modelos educativos digitales

Issue: 11

Pages: 1-11

Type: Article

DOI: 10.6018/RIITE.503001 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista Interuniversitaria de Investigación en Tecnología Educativa

Abstract

Education has offered multiple, urgent, and tentative responses to Covid-19, generated by trial and error and still pending validation. To understand the impact of these responses, this article advocates for the study of how global technologies have influenced the pursuit of local learning experiences. In addition, the article emphasizes the need to investigate what kinds of theoretical and practical support are required to counterbalance the possible negative effects of emergency technology responses. Accordingly, it describes the consequences of globalizing phenomena, such as technocentrism, technological solutionism, platformization and data economy, and suggests that the reflection, critical consciousness engaged in transformation and action from within each local learning ecosystem are necessary to conceptualize new post-pandemic educational digital models. The article also summarizes the main contributions of the works included in this special issue.

Bibliographic References

  • Area, M., & Adell, J. (2021). Tecnologías Digitales y Cambio Educativo. Una Aproximación Crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005
  • Burgess, S. (2014). Centre-Periphery Relations in the Spanish Context: Temporal and Cross-Disciplinary Variation. En: K. Bennett K. (Ed.), The Semiperiphery of Academic Writing (pp. 93-104). Palgrave Macmillan.
  • Castañeda, L. (2021). Trazabilidad de los discursos sobre tecnología educativa: los caminos de la influencia. Revista Interuniversitaria de Investigación en Tecnología Educativa, 10, 1-8. https://doi.org/10.6018/riite.480011
  • Castañeda, L., & Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Marfil.
  • Castañeda, L., & Selwyn, N. (2018). More Than Tools? Making Sense of the Ongoing Digitalizations of Higher Education. International Journal of Educational Technology in Higher Education 15: 1–10.
  • Cuban, L., & Jandrić, P. (2015). The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media, 12(3–4), 425–439. https://doi.org/10.1177/2042753015579978
  • Dillenbourg, P. (2013). Design for classroom orchestration. Computers & Education, 69, 485–492.
  • Escudero, J. M., Martínez, B., & Nieto, J. M. (2018). Las TIC en la formación continua del profesorado en el contexto español. Revista de Educación, 382, 57-80. http://doi.org/10.4438/1988-592X-RE-2018-382-392
  • Fernández-Rovira, C., & Giraldo-Luque, S. (2021). Evolution of the Digital Attention Market in the Pandemic: A Comparative Study of Young Spanish University Students (2019–2021). Sustainability, 13, 11837. https://doi.org/10.3390/su132111837
  • Garcia, A., & Philip, N. T. (2021). Digital Platforms aren't Mere Tools — They're Complex Environments. Phi Delta Kappan, 102(6), 14-19.
  • García-Peñalvo, F. J. (2018). Ecosistemas tecnológicos universitarios. En J. Gómez (Ed.), UNIVERSITIC 2017. Análisis de las TIC en las Universidades Españolas (pp. 164-170). Crue Universidades Españolas.
  • Fernández Enguita, M. (13 de marzo de 2020). Una pandemia imprevisible ha traído la brecha previsible. Cuaderno de Campo. https://blog.enguita.info/2020/03/una-pandemia-imprevisible-ha-traido-la.html
  • Gu, X., Crook, C., & Spector, M. (2019). Facilitating innovation with technology: Key actors in educational ecosystems. British Journal of Educational Technology, 50(3), 1118–1124 doi:10.1111/bjet.12786
  • Guàrdia, L. (2020). Diseño de cursos online, en A. Sangrà (Coord). Decálogo para la mejora de la docencia online, 45-62. Editorial UOC. http://hdl.handle.net/10609/122307
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (March 27, 2020). The difference between emergency remote teaching and online learning. Educause Review. https://bit.ly/3b0Nzx7
  • Hyland, K. (2012). Academic Publishing. Issues and Challenges in the Construction of Knowledge. Oxford University Press.
  • Ideland, M. (2021). Google and the end of the teacher? How a figuration of the teacher is produced through an ed-tech discourse. Learning, Media and Technology, 46(1), 33–46, DOI: 10.1080/17439884.2020.1809452
  • Jandrić, P. (2020). The Day After Covid-19. Postdigit Sci Educ 2, 531–537. https://doi.org/10.1007/s42438-020-00195-4
  • Law, N. & Liang, L. (2019). Socio-technical co-evolution of an e-learning innovation network. British Journal of Educational Technology, 50(3), 1340–1353. https://doi.org/10.1111/bjet.12768
  • Ornellas A., & Sancho, J. (2015). Three Decades of Digital ICT in Education: Deconstructing Myths and Highlighting Realities. En: M. K. Harmes, M. Huijser & P. Danaher (Eds.) Myths in Education, Learning and Teaching, (pp. 135–150). Palgrave Macmillan. https://doi.org/10.1057/9781137476982_8
  • Organización de las Naciones Unidas [ONU] (2020). Informe de políticas: la educación durante la COVID-19 y después de ella. https://bit.ly/3pG1lNR
  • Pulido-Montes, C., & Ancheta-Arrabal, A. (2021). La educación remota tras el cierre de escuelas como respuesta internacional a la Covid-19. Revista Prisma Social, 34, 236–266. https://revistaprismasocial.es/article/view/4217
  • Sangrá Morer, A., Raffaghelli, J. E., González Sanmamed, M., & Muñoz Carril, P. C. (2021). Desarrollo profesional de maestros de primaria desde la óptica de las ecologías de aprendizaje: nuevas formas de actualizarse en tiempos inciertos. Publicaciones, 51(3), 21–70. https://doi.org/10.30827/publicaciones.v51i3.20790
  • Saura, G., Díez Gutiérrez, E. J., & Rivera Vargas, P. (2021). Innovación Tecno-Educativa “Google”. Plataformas Digitales, Datos y Formación Docente. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4). https://doi.org/10.15366/reice2021.19.4.007.
  • Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. https://doi.org/10.1111/j.1365-2729.2009.00338.x.
  • Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. M. (2020). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1–6. https://doi.org/10.1080/17439884.2020.1694945.
  • Suárez-Guerrero, C. (2014). Pedagogía red. Cuadernos de pedagogía, 449, 76–80. Disponible en: http://bit.ly/1nfogNf
  • Suárez-Guerrero, C., Lloret-Catalá, C., & Mengual-Andrés, S. (2016). Teachers’ perceptions of the digital transformation of the classroom through the use of tablets: A study in Spain. Comunicar, 49, 81–89. https://doi.org/10.3916/C49-2016-08
  • Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education, 2, 863–878. https://doi.org/10.1007/s42438-020-00164-x
  • Rivas, A. (2021). The Platformization of Education: A framework to Map the New Directions of Hybrid Education Systems. In-Progress Reflection, 46. IBE-UNESCO.
  • Van Dijck, J. (2021). Seeing the forest for the trees: Visualizing platformization and its governance. New Media & Society, 23(9) 2801–2819 https://journals.sagepub.com/doi/10.1177/1461444820940293
  • Williamson, J. (31 de julio de 2019). What you should ask about inclusive access programs to ensure your students have positive experiences now and their interests are protected in the future. https://openstax.org/blog/if-inclusive-access-horizon-ask-yourself-these-nine-questions
  • Williamson, B., Rebecca, E., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
  • Williamson, B., & Hogan, A. (2020). La comercialización y la privatización en y de la educación en el contexto de la COVID-19. Internacional de la educación. https://ei-ie-al.org/sites/default/files/docs/20200708_102224_la_comercializacion_y_la_privatizacion_en_y_de_la_educacion_en_el_contexto_de_la_covid-19.pdf
  • World Bank (2020). The Covid-19 pandemic: shocks to education and policy responses. World Bank. https://bit.ly/3grkejE
  • Zhao, Y., & Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40(4): 807–840.
Data source: Dialnet