Pedagogía Digital. Revisión sistemática del concepto

  1. Suárez-Guerrero, Cristóbal 1
  2. Gutiérrez-Esteban, Prudencia 2
  3. Ayuso-Delpuerto, Desirée 2
  1. 1 Universitat de València. España.
  2. 2 Universidad de Extremadura. España.
Revista:
Teoría de la educación

ISSN: 1130-3743

Año de publicación: 2024

Título del ejemplar: Más allá de lo humano: exploraciones posthumanistas en Teoría de la educación

Volumen: 36

Número: 2

Páginas: 157-178

Tipo: Artículo

DOI: 10.14201/TERI.31721 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Teoría de la educación

Resumen

Pedagogy is essential to understanding the increasingly complex relationship between education and digital technology. But what is digital pedagogy? Far from being a nominal question, this issue is fundamental to identify from which position we build, intervene or problematise technology in education. In this sense, the aim of this paper is to know what is meant by the term “digital pedagogy” in the scientific literature of the last two decades and to clarify the biases on which it is built, what it prioritises and what problems can be identified from its nuances. To this end, after analysing the presence of the concepts that could best illustrate the relationship between pedagogy and technology (“digital pedagogy”, “online pedagogy”, “virtual pedagogy” and “ICT pedagogy”), a systematic review of the concept of “digital pedagogy” present in the research indexed in Web of Science (WoS) over the last two decades (2001 to 2022) was carried out following the PRISMA protocol. The analysis of the selected works shows that the definition of digital pedagogy revolves around three semantic fields: two are well defined and have a greater tradition – critical pedagogy and pedagogy understood as a didactic methodology – and the third is conceptually heterogeneous, with its own motivations and concretions. Although the definition of digital pedagogy moves strongly in the two dominant semantic fields, we must not overlook that the third group may reveal non-traditional or visible research problems for the two previous frameworks. In general, the task of defining digital pedagogy is in itself a pedagogical problem, because each semantic field implies an educational positioning in relation to what is supposed to be the task of digital pedagogy.

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