Supporting teachers' value-sensitive reflections on the cost–benefit dynamics of technology in educational practices

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• dc.contributor.author Hernández-Leo, Davinia
• dc.contributor.author Ginoyan, Karina
• dc.date.accessioned 2025-07-16T07:21:23Z
• dc.date.available 2025-07-16T07:21:23Z
• dc.date.issued 2025
• dc.description.abstract This paper explores the application of a benefits versus costs reflection approach within non-university teaching environments, grounded in the principles of Value-Sensitive Design. Aimed at integrating human values systematically into the adoption of digital educational tools, this study involved 136 in-service school teachers across various workshops in Catalonia. Through the use of a structured customisable worksheet, educators critically self-evaluated their feelings about both the benefits and costs associated with the use of digital technologies in their teaching practices. The study found that the approach was meaningful to the teachers, who were able to adapt the use of the workshop to their cases. The positive reception by teachers suggests not only a satisfactory level of usability and utility of the approach but also their agreement with the need to integrate related strategies in their training, learning design and community debate processes.en
• dc.description.sponsorship This work is co-funded by MICIU/AEI/10.13039/501100011033, Agencia Estatal de Investigación, Ministerio de Ciencia, Innovación y Universidades, Gobierno de España (PID2020-112584RB-C33, PID2023-146692OB-C33, CEX2021-001195-M) and the Government of Catalonia (through SGR 00930 and NextGeneration DICOLED EDU128/23). DHL (Serra Húnter) also acknowledges the support by ICREA under the ICREA Academia programme.en
• dc.format.mimetype application/pdf
• dc.identifier.citation Hernández‐Leo D, Ginoyan K. Supporting teachers' value‐sensitive reflections on the cost–benefit dynamics of technology in educational practices. Brit J Educational Tech. 2025 Jul;56(4):1350-69. DOI: 10.1111/bjet.13592
• dc.identifier.doi http://dx.doi.org/10.1111/bjet.13592
• dc.identifier.issn 0007-1013
• dc.identifier.uri http://hdl.handle.net/10230/70912
• dc.language.iso eng
• dc.publisher Wiley
• dc.relation.ispartof British Journal of Educational Technology. 2025 Jul;56(4):1350-69
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/PID2023-146692OB-C33
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/CEX2021-001195-M
• dc.rights © 2025 The Author(s). British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
• dc.subject.keyword Educational technologyen
• dc.subject.keyword Learning designen
• dc.subject.keyword Reflective practiceen
• dc.subject.keyword Teacher trainingen
• dc.subject.keyword Teacher valuesen
• dc.subject.keyword Value-sensitive designen
• dc.title Supporting teachers' value-sensitive reflections on the cost–benefit dynamics of technology in educational practicesen
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion