Critical Approaches in Educational Technology

necessary interrogations


  • Marina Bazzo de Espíndola Grupo Rede de Pesquisa Currículo e Tecnologia (REPERCUTE), Programa de Pós-Graduação em Educação Científica e Tecnológica (PPGECT), Universidade Federal de Santa Catarina (UFSC), Brazil
  • Mariona Grané Grupo de pesquisa LMI, Learning, Media and social Interactions, Facultat d'Educació, Universitat de Barcelona, Spain



educational technology, critical theory of technology, teacher training, digital culture, ICT


This monograph has the objective to collect productions from the field of research in education and technologies from a critical perspective, with the aim of deepening our understanding of the implications and possibilities of ICT in and for the educational context. It is composed by 9 articles about the Education-ICT relationship that explore: teacher training in order to overcome the mere instrumentality of technologies, discussing critical-reflexive possibilities, the full education of students in the face of contemporary challenges, how these challenges impact on school curricula and how we need to discuss what and why to teach in relation to digital technologies; and finally they discuss educational technologies themselves and their development from a critical perspective.


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