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, Maria-Jose
• 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.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.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.doi http://dx.doi.org/10.1186/s41239-018-0097-y
• dc.identifier.issn 2365-9440
• dc.identifier.uri http://hdl.handle.net/10230/35764
• dc.language.iso eng
• dc.publisher SpringerOpen
• dc.relation.ispartof International journal of educational technology in higher education. 2018;15:15.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/EDU2015-64015-C3-2-R
• 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.rights.accessRights info:eu-repo/semantics/openAccess
• 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.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.type.version info:eu-repo/semantics/publishedVersion