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Three paradoxes in the approach to educational technology in the education studies of the Spanish universities

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dc.contributor.author Ferrés i Prats, Joan
dc.contributor.author Masanet Jordà, Mª José
dc.contributor.author Mateus, Julio César
dc.date.accessioned 2018-11-15T13:31:42Z
dc.date.available 2018-11-15T13:31:42Z
dc.date.issued 2018
dc.identifier.citation Ferrés J, Masanet MJ, Mateus JC. Three paradoxes in the approach to educational technology in the education studies of the Spanish universities. International journal of educational technology in higher education. 2018;15:15. DOI: 10.1186/s41239-018-0097-y
dc.identifier.issn 2365-9440
dc.identifier.uri http://hdl.handle.net/10230/35764
dc.description.abstract The education studies of the Spanish universities are not alien to technological innovations, but their approach to them tends to be basically instrumental. Neuroscience’s contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes. This article analyses the recent scientific production on ICT and innovation in Spanish higher education, as well as the Spanish university teaching guides of education degree subjects about technologies. This critical analysis is organized around three paradoxes related to information, rationality and critical sense. Comparing the analysis results with the discoveries of neuroscience during the last decades reveals limits and contradictions in those areas that tend to be considered strongest in the technology-education relationship. We draw conclusions for revising the parameters for the approach to ICT in university education.
dc.description.sponsorship This work was funded by the R + D + i project “Media literacy in the emerging digital media in university environments” (EDU2015-64015-C3-2-R) of the Ministry of Economy and Competitiveness of Spain.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher SpringerOpen
dc.relation.ispartof International journal of educational technology in higher education. 2018;15:15.
dc.rights © The Author(s) 2018. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
dc.title Three paradoxes in the approach to educational technology in the education studies of the Spanish universities
dc.type info:eu-repo/semantics/article
dc.identifier.doi https://doi.org/10.1186/s41239-018-0097-y
dc.subject.keyword ICT
dc.subject.keyword Innovation
dc.subject.keyword Higher education
dc.subject.keyword Neuroscience
dc.subject.keyword Educational technology
dc.subject.keyword Spain
dc.subject.keyword Media education
dc.subject.keyword Storytelling
dc.subject.keyword Entertainment
dc.subject.keyword Emotions
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/EDU2015-64015-C3-2-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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