Digital Educational Technologies: Market Ends or Means at the Service of Critical Learning?

Palabras clave: critical and transformative learning, critical ediucation, banking education, pedagogy, educational digital technologies, face-to-face teaching, virtual learning, artificial intelligence

Resumen

This essay intends to show that digital technologies have their own goals since their creation and that some possible consequences of their indiscriminate use in education are misinformation, solipsism, loss of privacy and labor rights, the instrumentalization of reason and life, generating benefits for a few companies and business people that promote them to accumulate riches concentrated in few hands. From this reality, we propose that their use be revised so that their application does not follow parameters issued by big companies, financial entities, or neoliberal governments, that they be used critically, ethically, and politically to benefit those that have fewer opportunities, nature itself, those that are unprivileged, and social justice to reach an ethical, aesthetic, and transformative learning.

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Biografía del autor/a

Juan Rafael Gómez Torres, Universidad Nacional

Lecturer in the area of Teaching of Philosophy in the Department of Educology at Universidad Nacional, Costa Rica, researcher and extensionist in the Critical Literacy program of the same department and Doctor in Latin American Thought from Universidad Nacional. He has published six books as author and co-author, numerous articles in national and international scientific journals, has attended numerous scientific meetings, and has given and attended conferences, presentations, seminars, workshops both nationally and abroad.

Citas

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Publicado
2022-05-28
Cómo citar
Gómez Torres, J. (2022). Digital Educational Technologies: Market Ends or Means at the Service of Critical Learning?. Revista Ensayos Pedagógicos, 17(1), 39-59. https://doi.org/10.15359/rep.17-1.1.eng
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Ensayos

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