Teaching, innovation and educational technology

a critical view

Abstract

The market for diversified technological products grows at a rapid speed due to bold marketing campaigns where the social penetration of information technologies has been very successful. This essay explores the convergence point between innovation and technology. The acquisition or adoption of a technological product, whether hardware or software, must be evaluated, considering both the supporting pedagogy and the relationship with what its application seeks to combine. During the development of this argument, some lines of inquiry were identified, that in our opinion, have not been adequately met. A utopia in the pedagogies, a notion, from a society to be built and a notion of the human being to be educated in order to build it was considered. First, we reviewed the propositions about the society to contribute and the ones to be taught. At a second level, pedagogies incorporate postulates about educational content, which for these purposes are considered relevant, are not selected. The postulates of this last level were supported by experience, or by the psychological, sociological or anthropological theories of learning. Lastly, there is the conclusion section that discusses the role that ICTs play in the processes of change in higher education and identifies some lines of inquiry in this matter. It is also argued that technological products are artifacts that can be supported as long as they are alienated with the same sense of change in the pedagogy adopted by society.