Pedagogía Digital. Revisión sistemática del concepto
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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Floridi, L. (Ed.) (2015). The onlife manifesto: Being human in a hyperconnected era. Springer Nature. https://doi.org/10.1007/978-3-319-04093-6
Fouche, I., & Andrews, G. (2021). Working from home is one major disaster: An analysis of student feedback at a South African university during the Covid-19 lockdown. Education and Information Technologies, 27(1), 133-155. https://doi.org/10.1007%2Fs10639-021-10652-7
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García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, 1-22. https://doi.org/10.14201/eks.28600
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Goetz, G. (2020). The Odyssey of Pedagogies of Technoscientific Literacies. Postdigital Science and Education, 3, 520-545. https://doi.org/10.1007/s42438-020-00188-3
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Gros, B, & Suárez-Guerrero, C. (Eds.) (2016). Pedagogía Red. Una educación para tiempos de internet. Octaedro.
Hardaker, G., Dockery, R., & Ahmad, A. (2010), Cognitive learning styles and digital equity: searching for the middle way. International Journal of Inclusive Education, 14(8), 777-794. https://doi.org/10.1080/13603110802680786
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Jandric, P. & Hayes, S. (2022). Postdigital critical pedagogy. In A. A. Abdi & G. W. Misiaszek (Eds.), Palgrave Handbook on Critical Theories of Education (pp. 321-336). Palgrave. https://doi.org/10.1007/978-3-030-86343-2_18
Jeremic, R. (2021). Looking Forward: Tying the Critical to the Digital in Pedagogical Practice. Canadian Journal for the Study of Adult Education, 33(2), 65-77. https://cjsae.library.dal.ca/index.php/cjsae/article/view/5638
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