Dewey on Devices: Exploring the Role of EdTech in a Critical Pragmatist Education

Autor/in	Anderson, Morgan
Titel	Dewey on Devices: Exploring the Role of EdTech in a Critical Pragmatist Education
Quelle	In: Education and Culture, 37 (2021) 1, S.60-75 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4908
Schlagwörter	Progressive Education; Educational Technology; Pragmatics; Power Structure; Critical Theory; Technology Uses in Education + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Unterrichtsmedien; Pragmalinguistik; Kritische Theorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	While questions surrounding the relationship between education and technology have captured the attention of philosophers of education in recent decades, such concerns have taken on new import. Particularly in the post COVID-19 educational landscape, EdTech has become bound up with power and ideology in ways that warrant ongoing scrutiny. Building upon the work of scholars who have shown that pragmatism can be sufficiently attentive to issues of power, I explore how a Deweyan critical pragmatism offers opportunities for philosophers of education to engage in normative debates surrounding the relationship between education and technology in the digital age. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-848-6224; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/eandc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01