Technology for Thinking vs. Technology for Applying: Implications for Teaching and Research
DOI:
https://doi.org/10.17398/1695-288X.18.1.9Keywords:
Educational Technology, Educational Research, Educational Challenges, Biographical Experience, Digital TechnologyAbstract
The unstoppable development of the multiple applications of digital technology is leading to disregard the concept of technology as a set of knowledge and tools and to focus on digital artefacts. A shift with important implications for society as a whole and, in particular, for education. This article invites us to think about technology and not just to apply it. It begins with a biographical account of the turning points, contexts and experiences that influenced the meaning of my thinking and practice as a teacher and researcher in relation to education in general and educational technology in particular. It continues with a discussion on what we understand by technology and what is our vision of Educational Technology, which I situate in a continuum between a complex vision, the one that understands it as an articulated system as a whole, and a simple one, the one that seems to be in search of the miraculous apparatus that solves the problems of education. It puts an end with the challenges that education faces today and with the invitation to embark on a great mission, one that takes education systems out of their self-absorption and articulates a great transversal research programme that reveals unimaginable worlds and possibilities to us.
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