Digital Pedagogy Philosophy: Building Critical Awareness of The Role of Technology in Education

https://doi.org/10.22146/jf.93321

Muhammad Rijal Fadli(1*)

(1) Universitas Esa Unggul
(*) Corresponding Author

Abstract


Technology integration in education raises the need for a philosophical foundation that guides the use of technology in learning contexts. The philosophy of digital pedagogy is an approach that provides an ethical basis and values that guide the application of technology in the educational process. This paper aims to explore the relationship between digital pedagogical philosophy, critical consciousness, and the role of technology in shaping contextual and adaptive learning experiences. This research uses a hermeneutic approach to describe the reality of Digital Pedagogical Philosophy in building critical awareness of the role of technology in education. This method involves elements of interpretation and description in analyzing and understanding the implications and significance of technology integration in the learning context. The philosophy of digital pedagogy provides a foundation for integrating technology into learning to support the formation of critical, creative, and responsible individuals. Critical awareness of the role of technology in education creates a deeper understanding of the challenges and opportunities faced in the digital environment. This approach can increase student interaction with course material, increase understanding of concepts, and promote critical thinking.


Keywords


digital pedagogy, critical awareness, technology, education

Full Text:

PDF


References

Acquah, E. O., & Commins, N. L. (2015). Critical reflection as a key component in promoting pre-service teachers’ awareness of cultural diversity. Reflective Practice, 16(6), 790–805. https://doi.org/10.1080/14623943.2015.1095729

Aguilera, E., & Salazar, C. (2023). Critical Digital Pedagogy in the Platform Society. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1888

Baharizqi, S. L., Muhtar, T., Herlambang, Y. T., & Nur Fahrozy, F. P. (2023). Kompetensi Pedagogik Di Era Society 5.0: Sebuah Tinjauan Dalam Perspektif Pedagogik Kritis. ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED, 13(2), 259. https://doi.org/10.24114/esjpgsd.v13i2.46286

Balbay, S. (2019). Enhancing Critical Awareness through Socratic Pedagogy. Eurasian Journal of Applied Linguistics, 5(3), 515–536. https://doi.org/10.32601/ejal.651348

Baroud, J., & Dharamshi, P. (2020). A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education. Studying Teacher Education, 16(2), 164–182. https://doi.org/10.1080/17425964.2020.1739639

Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827. https://doi.org/10.1016/j.cedpsych.2019.101827

Bohlmann, M., Lanius, D., Maisenhölder, P., Moser, T., Noller, J., & Schwartz, M. (2023). On the Use of YouTube, Digital Games, Argument Maps, and Digital Feedback in Teaching Philosophy. Journal of Didactics of Philosophy, 7, 1–20. https://doi.org/10.46586/JDPh.2023.9863

Buchanan, R. A., Forster, D. J., Douglas, S., Nakar, S., Boon, H. J., Heath, T., Heyward, P., D’Olimpio, L., Ailwood, J., Eacott, S., Smith, S., Peters, M., & Tesar, M. (2022). Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century. Educational Philosophy and Theory, 54(8), 1178–1197. https://doi.org/10.1080/00131857.2021.1880387

Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1–2), 5–13. https://doi.org/10.1080/09658416.2011.639887

Chen, Z. (2022). Exploring the application scenarios and issues facing Metaverse technology in education. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2022.2133148

Clements, E. (2019). A conceptual framework for digital civics pedagogy informed by the philosophy of information. Journal of Documentation, 76(2), 571–585. https://doi.org/10.1108/JD-07-2019-0139

Coker, H. (2018). Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer. The International Review of Research in Open and Distributed Learning, 19(5). https://doi.org/10.19173/irrodl.v19i5.3312

Coker, H. (2020). Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education. Journal of Teaching and Learning, 14(1). https://doi.org/10.22329/jtl.v14i1.6259

Costa-Lopes, V. da, & Cunha, M. V. da. (2020). John Dewey: a busca por uma pedagogia retórica. Educação e Pesquisa, 46. https://doi.org/10.1590/s1678-4634202046218071

Daniela, L. (2019). Didactics of Smart Pedagogy (L. Daniela, Ed.). Springer International Publishing. https://doi.org/10.1007/978-3-030-01551-0

Darics, E. (2019). Critical Language and Discourse Awareness in Management Education. Journal of Management Education, 43(6), 651–672. https://doi.org/10.1177/1052562919848023

David, N. N., & Cain, K. (2023). Peopling Technologies educational model. ASCILITE Publications, 75–83. https://doi.org/10.14742/apubs.2023.589

Doddington, C. (2014). Philosophy, Art or Pedagogy? How should children experience education? Educational Philosophy and Theory, 46(11), 1258–1269. https://doi.org/10.1080/00131857.2012.755753

Dreamson, N. (2020). Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy. Routledge.

Fallace, T. (2020). John Dewey and the New Left, 1960-1988. Journal of Curriculum Studies, 52(5), 593–607. https://doi.org/10.1080/00220272.2020.1783702

Farag, A., Greeley, L., & Swindell, A. (2022). Freire 2.0: Pedagogy of the digitally oppressed. Educational Philosophy and Theory, 54(13), 2214–2227. https://doi.org/10.1080/00131857.2021.2010541

Farquhar, S., & White, E. J. (2014). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory, 46(8), 821–832. https://doi.org/10.1080/00131857.2013.783964

Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7

From, J. (2017). Pedagogical Digital Competence—Between Values, Knowledge and Skills. Higher Education Studies, 7(2), 43. https://doi.org/10.5539/hes.v7n2p43

Gadotti, M., & Torres, C. A. (2009). Paulo Freire: Education for Development. Development and Change, 40(6), 1255–1267. https://doi.org/10.1111/j.1467-7660.2009.01606.x

Giroux, H. A. (2010). Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy. Policy Futures in Education, 8(6), 715–721. https://doi.org/10.2304/pfie.2010.8.6.715

Giroux, H. A. (2020). On Critical Pedagogy. Bloomsbury Publishing.

Giroux, H. A., & Giroux, S. S. (2006). Challenging Neoliberalism’s New World Order: The Promise of Critical Pedagogy. Cultural Studies ↔ Critical Methodologies, 6(1), 21–32. https://doi.org/10.1177/1532708605282810

Hanson‐Smith, E. (2016). Games, Gaming, and Gamification: Some Aspects of Motivation. TESOL Journal, 7(1), 227–232. https://doi.org/10.1002/tesj.233

Hansson, S. O. (2020). Social constructionism and climate science denial. European Journal for Philosophy of Science, 10(3), 37. https://doi.org/10.1007/s13194-020-00305-w

Horn, R. A. (2003). Developing a Critical Awareness of the Hidden Curriculum through Media Literacy. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 76(6), 298–300. https://doi.org/10.1080/00098650309602024

Jardilino, J. R. L., & Soto-Arango, D. E. (2020). Paulo Freire e a Pedagogia Crítica: seu legado para uma nova pedagogia do Sul. Revista Ibero-Americana de Estudos Em Educação, 15(3), 1072–1093. https://doi.org/10.21723/riaee.v15i3.12472

Kahn, K., & Winters, N. (2021). Constructionism and AI: A history and possible futures. British Journal of Educational Technology, 52(3), 1130–1142. https://doi.org/10.1111/bjet.13088

Kearney, M., Schuck, S., & Burden, K. (2022). Digital pedagogies for future school education: promoting inclusion. Irish Educational Studies, 41(1), 117–133. https://doi.org/10.1080/03323315.2021.2024446

Kellner, D. (2001). Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux. Cultural Studies ↔ Critical Methodologies, 1(2), 220–239. https://doi.org/10.1177/153270860100100205

Kellsey, D., & Taylor, A. (2017). The Learning Wheel: A model of digital pedagogy. Critical Publishing Ltd.

Kester, K., & Aryoubi, H. (2020). Paulo Freire: Citizenship and Education. In The Palgrave Handbook of Citizenship and Education (pp. 95–111). Springer International Publishing. https://doi.org/10.1007/978-3-319-67828-3_29

Knight, J., Dooly, M., & Barberà, E. (2023). Getting smart: towards critical digital literacy pedagogies. Social Semiotics, 33(2), 326–349. https://doi.org/10.1080/10350330.2020.1836815

Knox, J. (2017). Data Power in Education: Exploring Critical Awareness with the “Learning Analytics Report Card.” Television & New Media, 18(8), 734–752. https://doi.org/10.1177/1527476417690029

Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education, 1(2), 357–370. https://doi.org/10.1007/s42438-019-00045-y

Lang, G. (2015). Maintaining Online Engagement in e-Learning Through Games Based Learning and Gamification Techniques (pp. 193–205). https://doi.org/10.1007/978-3-319-19875-0_18

Lazarus, J. (2019). Hacking the MOOC: Towards a Postdigital Pedagogy of Critical Hope. Postdigital Science and Education, 1(2), 391–412. https://doi.org/10.1007/s42438-019-00063-w

Levin, I., & Tsybulsky, D. (2017). The Constructionist Learning Approach in the Digital Age. Creative Education, 08(15), 2463–2475. https://doi.org/10.4236/ce.2017.815169

Lewin, C., Cranmer, S., & McNicol, S. (2018). Developing digital pedagogy through learning design: An activity theory perspective. British Journal of Educational Technology, 49(6), 1131–1144. https://doi.org/10.1111/bjet.12705

Lewin, D., & Lundie, D. (2016). Philosophies of Digital Pedagogy. Studies in Philosophy and Education, 35(3), 235–240. https://doi.org/10.1007/s11217-016-9514-7

Lunevich, L. (2022a). Critical Digital Pedagogy: Alternative Ways of Being and Educating, Connected Knowledge and Connective Learning. Creative Education, 13(06), 1884–1896. https://doi.org/10.4236/ce.2022.136118

Lunevich, L. (2022b). Critical Digital Pedagogy–Innovative Model Creativity in Teaching and Teaching for Creativity. In Creativity in Teaching and Teaching for Creativity. CRC Press.

Lynch, J. (2023). Critical Digital Pedagogy for the Anthropocene. In Critical Digital Pedagogy in Higher Education (pp. 205–218). Athabasca University Press. https://doi.org/10.15215/aupress/9781778290015.013

Maboloc, C. R. (2021). Deep Thinking or Resistance? On Finding a Middle Ground between Paolo Freire’s Critical Pedagogy and John Dewey’s Pragmatism. Philosophia, 49(3), 1097–1108. https://doi.org/10.1007/s11406-020-00292-5

Marlowe, J. M., Appleton, C., Chinnery, S.-A., & Van Stratum, S. (2015). The Integration of Personal and Professional Selves: Developing Students’ Critical Awareness in Social Work Practice. Social Work Education, 34(1), 60–73. https://doi.org/10.1080/02615479.2014.949230

McLaren, P. (2001). Che Guevara, Paulo Freire, and the Politics of Hope: Reclaiming Critical Pedagogy. Cultural Studies ↔ Critical Methodologies, 1(1), 108–131. https://doi.org/10.1177/153270860100100112

Mclaren, P. (2020). The future of critical pedagogy. Educational Philosophy and Theory, 52(12), 1243–1248. https://doi.org/10.1080/00131857.2019.1686963

Neumeyer, X., Santos, S. C., & Morris, M. H. (2021). Overcoming Barriers to Technology Adoption When Fostering Entrepreneurship Among the Poor: The Role of Technology and Digital Literacy. IEEE Transactions on Engineering Management, 68(6), 1605–1618. https://doi.org/10.1109/TEM.2020.2989740

Ng, W. (2015). New Digital Technology in Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-05822-1

Olusola O. Adesope, & Rud, A. G. (2019). Contemporary Technologies in Education (O. O. Adesope & A. G. Rud, Eds.). Springer International Publishing. https://doi.org/10.1007/978-3-319-89680-9

Örtegren, A. (2024). Philosophical underpinnings of digital citizenship through a postdigital lens: Implications for teacher educators’ professional digital competence. Education and Information Technologies, 29(4), 4253–4285. https://doi.org/10.1007/s10639-023-11965-5

Papastephanou, M., Zembylas, M., Bostad, I., Oral, S. B., Drousioti, K., Kouppanou, A., Strand, T., Wain, K., Peters, M. A., & Tesar, M. (2022). Philosophy of education in a new key: Education for justice now. Educational Philosophy and Theory, 54(8), 1083–1098. https://doi.org/10.1080/00131857.2020.1793539

Peters, M. A. (2020). Philosophy as pedagogy. In Wittgenstein, Anti-foundationalism, Technoscience and Philosophy of Education. Routledge.

Peters, M. A., & Besley, T. (2019). Critical Philosophy of the Postdigital. Postdigital Science and Education, 1(1), 29–42. https://doi.org/10.1007/s42438-018-0004-9

Phelan, L., & Lumb, M. (2021). Higher education for times of climate crisis – critical awareness, purpose and community. International Studies in Sociology of Education, 30(1–2), 173–190. https://doi.org/10.1080/09620214.2020.1854828

Prahani, B. K., Utama Alan Deta, Mochammad Yasir, Sri Astutik, Paken Pandiangan, Sayidah Mahtari, & Husni Mubarok. (2020). The Concept of “Kampus Merdeka” in Accordance with Freire’s Critical Pedagogy. Studies in Philosophy of Science and Education, 1(1), 21–37. https://doi.org/10.46627/sipose.v1i1.8

Rahayuningsih, Y. S., & Muhtar, T. (2022). Pedagogik Digital Sebagai Upaya untuk Meningkatkan Kompetensi Guru Abad 21. Jurnal Basicedu, 6(4), 6960–6966. https://doi.org/10.31004/basicedu.v6i4.3433

Redman, C., & Rodrigues, S. (2014). From Philosophy and Research to Pedagogy and Practice. In Handbook for Teacher Educators. Brill.

Rich, E., & Miah, A. (2014). Understanding Digital Health as Public Pedagogy: A Critical Framework. Societies, 4(2), 296–315. https://doi.org/10.3390/soc4020296

Ridge, M. (2021). The Value of Value Capture. Journal of the Philosophy of Games. https://doi.org/10.5617/jpg.8760

Riga, F. (2020). Pragmatism—John Dewey (pp. 227–239). https://doi.org/10.1007/978-3-030-43620-9_16

Sadovnik, A. R., Semel, S. F., Coughlan, R. W., Kanze, B., & Tyner-Mullings, A. R. (2017). Progressive Education in The 21st Century: The Enduring Influence of John Dewey. The Journal of the Gilded Age and Progressive Era, 16(4), 515–530. https://doi.org/10.1017/S1537781417000378

Samacá Bohórquez, Y. (2020). Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter. HOW, 27(1), 125–139. https://doi.org/10.19183/how.27.1.520

Santoianni, F. (2017). Models in Pedagogy and Education. In Springer Handbook of Model-Based Science (pp. 1033–1049). Springer International Publishing. https://doi.org/10.1007/978-3-319-30526-4_49

Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84. https://doi.org/10.1177/1356336X19826603

Seidman, R. H. (2017). Tribute to Seymour Papert (1928–2016). Journal of Educational Computing Research, 55(4), 447–448. https://doi.org/10.1177/0735633117710860

Shih, Y.-H. (2018). Some critical thinking on Paulo Freire’s critical pedagogy and its educational implications. International Education Studies, 11(9), 64. https://doi.org/10.5539/ies.v11n9p64

Smoleń, M. (2015). Gamification as creation of a social system. In Gamification: Critical Approaches. University of Warsaw.

Stanczyk, P. (2021). The critique of the critical critique of critical pedagogy Freire, Suchodolski and the Materialist Pedagogy of Emancipation. Critical Education, 12(4).

Szűts, Z. (2019). A critical approach to digital pedagogy - A holistic methodology in the information society. Opus et Educatio, 6(4). https://doi.org/10.3311/ope.342

Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565

Tagg, C., & Seargeant, P. (2021). Context design and critical language/media awareness: Implications for a social digital literacies education. Linguistics and Education, 62, 100776. https://doi.org/10.1016/j.linged.2019.100776

Tarrant, S. P., & Thiele, L. P. (2016). Practice makes pedagogy – John Dewey and skills-based sustainability education. International Journal of Sustainability in Higher Education, 17(1), 54–67. https://doi.org/10.1108/IJSHE-09-2014-0127

Tesar, M., Hytten, K., Hoskins, T. K., Rosiek, J., Jackson, A. Y., Hand, M., Roberts, P., Opiniano, G. A., Matapo, J., St. Pierre, E. A., Azada-Palacios, R., Kuby, C. R., Jones, A., Mazzei, L. A., Maruyama, Y., O’Donnell, A., Dixon-Román, E., Chengbing, W., Huang, Z., … Jackson, L. (2022). Philosophy of education in a new key: Future of philosophy of education. Educational Philosophy and Theory, 54(8), 1234–1255. https://doi.org/10.1080/00131857.2021.1946792

Toda, A. M., Valle, P. H. D., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education (pp. 143–156). https://doi.org/10.1007/978-3-319-97934-2_9

Trifonas, P. P. (2012). Learning the virtual Life: Public pedagogy in a digital World. Routledge.

Urdang, E. (2010). Awareness of self—A critical tool. Social Work Education, 29(5), 523–538. https://doi.org/10.1080/02615470903164950

Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology, 15, 183449092199539. https://doi.org/10.1177/1834490921995395

Voronin, D. M., Saienko, V. G., & Tolchieva, H. V. (2020). Digital transformation of pedagogical education at the university. Proceedings of the International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). https://doi.org/10.2991/assehr.k.200509.135

Wattimena, R. A. A. (2018). Pedagogi kritis: Pemikiran Henry Giroux tentang pendidikan dan relevansinya untuk Indonesia. Jurnal Filsafat, 28(2), 180. https://doi.org/10.22146/jf.34714

Williams, P. J. (2020). An introduction to effective pedagogies of design and technology education. In Pedagogy for Technology Education in Secondary Schools. Contemporary Issues in Technology Education (pp. 1–17). https://doi.org/10.1007/978-3-030-41548-8_1

Ye, Y., & Shih, Y.-H. (2021). Development of John Dewey’s educational philosophy and its implications for children’s education. Policy Futures in Education, 19(8), 877–890. https://doi.org/10.1177/1478210320987678

Zhang, J., & Yu, S. (2023). Reconceptualising digital pedagogy during the COVID-19 pandemic: A qualitative inquiry into distance teaching in China. Innovations in Education and Teaching International, 60(2), 174–184. https://doi.org/10.1080/14703297.2021.2000473

Zhu, L. (2018). An embodied cognition perspective on translation education: philosophy and pedagogy. Perspectives, 26(1), 135–151. https://doi.org/10.1080/0907676X.2017.1328449



DOI: https://doi.org/10.22146/jf.93321

Article Metrics

Abstract views : 909 | views : 1006

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2024 Jurnal Filsafat

Jurnal Filsafat Indexed by:

Google ScholarSinta (Science and Technology Index)


Jurnal Filsafat ISSN 0853-1870 (print), ISSN 2528-6811 (online)