Hacia una visión contemporánea de la Tecnología Educativa
DOI:
https://doi.org/10.1344/der.2020.37.240-268Keywords:
Tecnología Educativa, Diseño instruccional, Filosofía de la tecnología, Nuevas tecnologías aplicadas a la educación, EpistemologíaAbstract
El objetivo de este trabajo es someter a debate algunos de los temas clave que definen la investigación y la práctica de la Tecnología Educativa académica (TE) en la actualidad y que explican, en parte, su crisis de identidad. El análisis teórico que se presenta centra su atención en cuatro temas: (1) la necesidad de un concepto más actual y matizado sobre qué es la tecnología; (2) una redefinición del campo de estudio de la Tecnología Educativa basada en la relación entre tecnología y educación, ampliando su ámbito de estudio más allá de la dicotomía tradicional entre dispositivos y diseño instruccional; (3) la reconsideración de sus relaciones con otras disciplinas académicas que le sirven como soportes teórico-analíticos; y, finalmente, (4) el análisis de algunas de las debilidades de la investigación actual en TE producto de las asunciones epistemológicas dominantes en las últimas décadas, de las metodologías auspiciadas por las publicaciones y del tipo de conocimiento que promueven.
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