Thinking of (the Theory of) Education from the Technology of our Time
Abstract In (theory of) education we must address one question as soon as possible: how to create and think of education in keeping with the characteristics, demands and opportunities of this digital age. In this regard, after referring to the paths pedagogical research and educational practice have been following in this field, three questions are raised in the body of the article—ways of being, of experiencing the world and of creating knowledge of a subject whose relationship with the environment is mediated by a technology whose defining feature comes from a digital screen—which are demanding a new way of looking at education. In other words, three issues directly affected by the new scenario created by these technologies and which a (theory of) education of our times cannot ignore as that would amount to not (wanting) to see the transition occurring in ways of thinking and putting education into practice; the (theory of) education in our digital time somehow rests on or revolves around them. The article ends with a range of diverse, closely intertwined questions: epistemological, ontological, methodological, but also ethical and political, which give us a glimpse of the advisability or need to redirect thought in this field while forming a research programme; questions with sufficient potential to redirect (theory of) education research, including the very concept and meaning of educating and being educated.
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Dalmasso, A. C. (2020). Cadre et templum. Une archéologie des limites de l’image. La Part de l’Œil, 33, 133-151.
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Goffman, E. (2001). La presentación de la persona en la vida cotidiana. Amorrortu.
Greenfield, S. (2014). Mind Change: How digital technologies are leaving their mark on our brains. Random House.
Heersmink, R. (2015). Dimensions of integration in embedded and extended cognitive systems. Phenomenology and the Cognitive Sciences, 14(3), 577-598. https://doi.org/10.1007/s11097-014-9355-1
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Humphreys, L., Gill, P., Krishnamurthy, B., & Karnowski, V. (2013). Evolving Mobile Media: Uses and Conceptualisations of the Mobile Internet. Journal of Computer- Mediated Communication, 18(4), 491-507.
Hutchins, E. (1995). Cognition in the wild. MIT Press.
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Loh, K. K., & Kanai, R. (2016). How Has the Internet Reshaped Human Cognition? The Neuroscientist, 22(5), 506-520.
https://doi.org/10.1177/1073858415595005
Kitchin, R. (2014). Big Data, new epistemologies, and paradigm shifts. Big Data & Society, April-June, 1-12. https://doi.org/10.1177/2053951714528481
Memon, A., Sharma, S., Mohite, S., & Jain, S. (2018). The role of online social networking on deliberate self-harm and suicidality in adolescents: A systematized review of the literature. Indian Journal of Psychiatry, 60(4), 384-392.
Pangrazio, L. (2019). Technologically situated: the tacit rules of platform participation. Journal of Youth Studies, 22(10), 1308-1326.
Sánchez Chamorro, D. X., Zamora Becerra, J., & Cuellar Arenas, J. (2020). Las dos caras del nuevo prosumidor 2.0 ¿héroe o asesino de marcas? Colección Académica de Ciencias Sociales, 3(1), 83-94.
Sánchez Rojo, A. (2017) El derecho humano a la privacidad desde el enfoque de las capacidades: una reflexión educativa. EDETANIA, Estudios y Propuestas Socioeducativas, (51), 157-170.
Schofield, D., & Kupiainen, R. (2015). Young People’s Narratives of Media and Identity: Mediagraphy as Identity Work in Upper Secondary School. Nordicom Review, 36(1), 79-93.
Serres, M. (2012). Petite Poucette. Editions le Pommier.
Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips. Science, 333(6043), 776-778. https://doi.org/10.1126/science.1207745
Stiegler, B. (2008). Prendre soin de la jeunesse et des générations. Flammarion.
Swarts, G. P. (2019). The School of “Onlife”: How Technology and Educational Data Will Force Us to Rethink Teaching and Learning. Teachers College Record. https://www.tcrecord.org/content.asp?contentid=22648
Tisseron, S. (2010). Cultures du livre et des écrans. La cohabitation indispensable. Le Carnet PSY 144.
Vlieghe, J. (2019). Education and world disclosure in the age of the screem. In N. Vansieleghem, J. Vlieghe & Zahn, M. (Eds.), Education in the Age of Screen (pp. 23-35). Routledge.
Winner, L. (1986). The Whale and the Reactor. A search for Limits in an Age of High Technology. Chicago Press.
Böhme, J. (2006). Schule am Ende der Buchkultur. Medientheoretische Begründungen schulischer Bildungsarchitekturen. Klinkhardt.
Buckingham Shum, S. J. & Luckin, R. (2019). Learning analytics and AI: Politics, pedagogy and practices. British Journal of Educational Technology, 50(6), 2785-2793. https://doi.org/10.1111/bjet.12880
Cabero, J. (2016). ¿Qué debemos aprender de las pasadas investigaciones en Tecnología Educativa? Revista Interuniversitaria de Investigación en Tecnología Educativa (0), 23-33, http://dx.doi.org/10.6018/riite/2016/256741
Carbone, M. (2013). La vie mouvementée des écrans. Écrans, 1(3), 21-33.
Carr, N. (2011). Superficiales ¿Qué está haciendo internet con nuestras mentes? Taurus.
Clark, A., & Chalmers, D. (1998). The Extended Mind. Analysis, 58(1), 7-19.
Cooley, H. (2004). It’s all about the Fit: The Hand, the Mobile Screenic Device and Tactile Vision. Journal of Visual Culture, 3(2), 133-155.
Costa, E. (2018). Affordances-in-practice: An ethnographic critique of social media logic and context collapse. New Media & Society, 20(10), 3641-3656. https://doi.org/10.1177/1461444818756290
Côté, J. E., & Levine, C. G. (2002). Identity, Formation, Agency and Culture. A Social Psychological Synthesis. Lawrence Erlbaum Associates Publishers.
Criado-Boado, F., Clark, A., Martínez Otero, L. M., & Müller, J. (2020). Material Minds: Exploring the Interactions between Predictive Brains, Cultural Artifacts and Embodied Visual Search. ERC Synergy Grants.
Dalmasso, A. C. (2020). Cadre et templum. Une archéologie des limites de l’image. La Part de l’Œil, 33, 133-151.
Daniel, B. (2019). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology, 50(1), 99-111. https://doi.org/10.1111/bjet.12595
Daniels, H. (2003). Vygotsky y la pedagogía. Paidós.
DeSchryver, M. (2014). Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis. Teachers College Record, 116(12), 1-44.
DeSchryver, M. (2017). Using the Web as a Higher Order Thinking Partner. Journal of Educational Computing Research, 55(2), 240-271. https://doi.org/10.1177/0735633116667356
Dunbar, R. (2010). How many friends does one person need? Faber & Faber.
Floridi, L. (2010). Information: a very short introduction. Oxford University press.
Floridi, L. (2014). The 4th revolution: How the Infosphere is Reshaping Human Reality. Oxford University Press.
Floridi, L. (2015). The Onlife Manifesto: Being Human in a Hyperconnected Era (L. Floridi, ed.). https://doi.org/10.1007/978-3-319-04093-6
Fogel, J. F., & Patino, B. (2013). La condition numérique. Grasset & Fasquelle.
Flusser, V. (2011). Does writing have a future? (Nancy Ann Roth, Trans). University of Minnesota Press.
García del Dujo, A. (2009). Análisis del espacio en los entornos virtuales de formación, Teoría de la Educación. Revista Interuniversitaria, 21(1), 103-128. https://doi.org/10.14201/3157
García del Dujo, Á., & Martín-García, A. V. (2002). Caracterización pedagógica de los entornos virtuales de aprendizaje, Teoría de la Educación. Revista Interuniversitaria, 14, 67-92. https://doi.org/10.14201/2976
García del Dujo, Á., & Martín-García, A. V. (2005). Pedagogical Analysis of a Virtual Learning Environment: The Tutorpea Project. In F. J. García, J. García, M. López, R. López & E. Verdú (Eds.), Educational Virtual Spaces in Practice. The Odiseame Approach (pp. 205-218). Ariel.
García del Dujo, Á. & Martín-Lucas, J. (2020). Towards ‘onlife’ education. How Technology is Forcing Us to Rethink Pedagogy. In A. V. Martín-García (Ed.), Blended Learning; Convergence between Technology and Pedagogy (pp. 1-19). Springer.
Goffman, E. (2001). La presentación de la persona en la vida cotidiana. Amorrortu.
Greenfield, S. (2014). Mind Change: How digital technologies are leaving their mark on our brains. Random House.
Heersmink, R. (2015). Dimensions of integration in embedded and extended cognitive systems. Phenomenology and the Cognitive Sciences, 14(3), 577-598. https://doi.org/10.1007/s11097-014-9355-1
Heersmink, R. (2017). Distributed Cognition and Distributed Morality: Agency, Artifacts and Systems. Science and Engineering Ethics, 23(2), 431-448. https://doi.org/10.1007/s11948-016-9802-1
Heersmink, R., & Knight, S. (2018). Distributed learning: Educating and assessing extended cognitive systems. Philosophical Psychology, 31(6), 969-990. https://doi.org/10.1080/09515089.2018.1469122
Humphreys, L., Gill, P., Krishnamurthy, B., & Karnowski, V. (2013). Evolving Mobile Media: Uses and Conceptualisations of the Mobile Internet. Journal of Computer- Mediated Communication, 18(4), 491-507.
Hutchins, E. (1995). Cognition in the wild. MIT Press.
Introna, L., & Ilharco, F. (2006). On the Meaning of Screens: Towards a Phenomenological Account of Screenness. Human Studies, 29(1), 57-76.
Kitchin, R. (2014). Big Data, new epistemologies, and paradigm shifts. Big Data & Society, April-June, 1-12. https://doi.org/10.1177/2053951714528481.
Loh, K. K., & Kanai, R. (2016). How Has the Internet Reshaped Human Cognition? The Neuroscientist, 22(5), 506-520.
https://doi.org/10.1177/1073858415595005
Kitchin, R. (2014). Big Data, new epistemologies, and paradigm shifts. Big Data & Society, April-June, 1-12. https://doi.org/10.1177/2053951714528481
Memon, A., Sharma, S., Mohite, S., & Jain, S. (2018). The role of online social networking on deliberate self-harm and suicidality in adolescents: A systematized review of the literature. Indian Journal of Psychiatry, 60(4), 384-392.
Pangrazio, L. (2019). Technologically situated: the tacit rules of platform participation. Journal of Youth Studies, 22(10), 1308-1326.
Sánchez Chamorro, D. X., Zamora Becerra, J., & Cuellar Arenas, J. (2020). Las dos caras del nuevo prosumidor 2.0 ¿héroe o asesino de marcas? Colección Académica de Ciencias Sociales, 3(1), 83-94.
Sánchez Rojo, A. (2017) El derecho humano a la privacidad desde el enfoque de las capacidades: una reflexión educativa. EDETANIA, Estudios y Propuestas Socioeducativas, (51), 157-170.
Schofield, D., & Kupiainen, R. (2015). Young People’s Narratives of Media and Identity: Mediagraphy as Identity Work in Upper Secondary School. Nordicom Review, 36(1), 79-93.
Serres, M. (2012). Petite Poucette. Editions le Pommier.
Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips. Science, 333(6043), 776-778. https://doi.org/10.1126/science.1207745
Stiegler, B. (2008). Prendre soin de la jeunesse et des générations. Flammarion.
Swarts, G. P. (2019). The School of “Onlife”: How Technology and Educational Data Will Force Us to Rethink Teaching and Learning. Teachers College Record. https://www.tcrecord.org/content.asp?contentid=22648
Tisseron, S. (2010). Cultures du livre et des écrans. La cohabitation indispensable. Le Carnet PSY 144.
Vlieghe, J. (2019). Education and world disclosure in the age of the screem. In N. Vansieleghem, J. Vlieghe & Zahn, M. (Eds.), Education in the Age of Screen (pp. 23-35). Routledge.
Winner, L. (1986). The Whale and the Reactor. A search for Limits in an Age of High Technology. Chicago Press.
García del Dujo, Ángel ., Vlieghe, J., Muñoz-Rodríguez, J. M., & Martín-Lucas, J. (2021). Thinking of (the Theory of) Education from the Technology of our Time. Teoría De La Educación. Revista Interuniversitaria, 33(2), 5–26. https://doi.org/10.14201/teri.25432
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