What is it about?
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.
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Why is it important?
The approach to these technological innovations in education studies of the Spanish universities tends to be basically instrumental and exclusively focused on information, rationality and critical sense. Therefore, there is an opportunity to integrate Neuroscience’s contributions about the functioning of the minds that interact with technologies in order to optimize teaching-learning processes.
Perspectives
The objective of this article is to discuss from a critical perspective the instrumental approach that prevails in the academic field of educational technology in Spanish universities. The critical analysis is based on neuroscience findings on the functioning of the minds that interact with technologies.
Julio C Mateus
Universitat Pompeu Fabra
Read the Original
This page is a summary of: Three paradoxes in the approach to educational technology in the education studies of the Spanish universities, International Journal of Educational Technology in Higher Education, April 2018, Springer Science + Business Media,
DOI: 10.1186/s41239-018-0097-y.
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