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

La pedagogía es clave para comprender la cada vez más compleja relación entre educación y tecnología digital. No obstante, ¿qué se entiende por pedagogía digital? Este problema, lejos de ser un tema nominal, es fundamental para identificar desde qué posicionamiento construimos, intervenimos o problematizamos la tecnología en educación. En esta línea, el objetivo del trabajo fue conocer qué se entiende por pedagogía digital en la literatura científica generada en las dos últimas décadas y esclarecer desde qué sesgos se construye, qué prioriza y qué problemas se pueden identificar desde sus matices. Por ello, tras analizar la presencia de los conceptos que mejor podrían evidenciar la relación entre pedagogía y tecnología (“digital pedagogy”, “online pedagogy”, “virtual pedagogy” y “ict pedagogy”), se realizó una revisión sistemática siguiendo el protocolo PRISMA del concepto predominante, “pedagogía digital”, presente en las investigaciones indexadas en Web of Science (WoS) en las dos últimas décadas (2001 a 2022). Gracias al análisis de los trabajos que cumplían con los criterios de inclusión e exclusión se puede señalar que la definición de la pedagogía digital gira en torno a tres campos semánticos: dos bien definidos y con mayor tradición, como son la pedagogía crítica y la pedagogía entendida como metodología de enseñanza, y a un tercer grupo conceptualmente heterogéneo con motivaciones y concreciones propias. Aunque la definición de pedagogía digital se mueva nítidamente en los dos campos semánticos predominantes, no hay que perder de vista el tercer grupo que pueden poner a la vista problemas de investigación no tradicionales o visibles para los dos marcos anteriores. En general, ya que cada campo semántico supone posicionamientos educativos respecto a lo que se supone es la tarea de pedagogía digital, la tarea de definir pedagogía digital es en sí mismo un problema pedagógico.

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