Digital Technology, Education, and Citizenship: A Critical Examination

• In Event: 66.057 - Roundtable Session 27
  In Roundtable Session: 66.057-6 - Technology and Education: Philosophical Perspectives

Abstract

Abstract

This papers explores the epistemological assumptions for integrating digital technology and education. Employing critical theory, the paper examines the ways in which technological design commodifies and instrumentalizes education, and the ways in which ICT tools are perceived primarily as technical devices. Findings from a qualitative study indicate that in addition to creating a competitive and individualistic educational environment, educators do not understand digital literacy as a tool for fostering civic and social aims. The authors argue that constructing meanings of digital citizenship requires reconsideration of the epistemological assumptions that ground current educational policies. The authors sketch a critical pragmatic epistemology that can expand the inquiry aspects of learning, and will connect content to one’s cultural and social life.

Authors

• Dan Mamlok, Tel Aviv University

• Kathleen Knight-Abowitz, Miami University