Recent Articles


The maelstrom of online programs in Colombian teacher education
Pedro Pineda, Jorge Celis
The replacement of direct human interaction by the computer connected to the internet is one of the most radical reforms in the history of education. In the first part, we show chronologically how–unlike correspondence, radio and television–the internet is the only technology that has sought to replace human interaction in teacher education training in Colombia. By consulting databases, we...

The robot take-over: Reflections on the meaning of automated education
Heitor Coelho
With education technology pointing to an ever-increasing automation of educational activities, a few enthusiasts go so far as to predict the replacement of teachers by robots. The present paper intends to take such declarations as a provocation, encouraging us to question our understanding of educational practices. That this possibility is even considered says much about how we understand...

Edtech as fetish: Limits of school transformation processes
Talita Vidal Pereira, Lhays Marinho Ferreira
As an answer to the call from the Edtech and Policies of Human Formation dossier, the current article presents reflections resulting from the development of Master Degree research. Moreover, it has the aim of analyzing the senses given to the use of mobile devices by teacher’s professors in the classroom. It is an ethnographic study conducted in a teacher’s formation institution focused on...

Serious games and sensibility regimes: Paradoxes in using games for human formation
Rodrigo Lages e Silva, Gabriela da Silva Bulla, Leandro Paz da Silva, Julia de Campos Lucena
We think about the implications of digital games on non-school formation policies with serious games, analyzing two games – Ayiti: the cost of life and Sara: A Meaningful Journey Part One . We initially discuss the relationship between game and learning, emphasizing the interactional and cognitive aspects contributed by digital games and the networked personal computer interface in the...

Distance education in higher education in the context of reclusion as a human education policy in Portugal
José António Moreira, Ana Machado, Sara Dias Trindade
Higher Education in Portugal has undergone massive changes due to information and communication technologies (ICT) advancements and changes resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The aim of this paper is to understand the viewpoints of fifteen respondents (students and senior rehabilitation...

Open Educational Resources’ impact and outcomes: The essence of OpenKnowledge and its social contribution
Santiago Mengual-Andrés, Andrés Payá-Rico
This article identifies the main social contributions of Open Educational Resources (OERs), their impact and the results of several initiatives related to them. Based on a theoretical and reflexive framework, we analyze the evolution of business models around OERs, their contribution to open knowledge and the common educational policies related to this phenomenon. Finally, we point out the new...

The problem of ICT policy translation: Contributions to overcome a technical rationality
Gary Alberto Cifuentes, María Camila Valbuena Osorio
Education policies for the use and appropriation of ICT (information and communication technologies) in Latin America are in their best moment. All across the region are emerging educational innovation systems aiming to close the gap of inequity and guarantee the access of quality education. Beyond a common discourse analysis approach on these national programs and their promises of development...

EdTech and public policies: Introducing the question
Lilian do Valle, Daniel Mill, Aldo Victorio Filho
It has become a commonplace if not a truism to assert that the unprecedented development of digital technologies has radically changed our lives. However, the rapidity with which technical possibilities multiply does not seem to be accompanied by the constant examination, by the creation and re-creation of the ends to which those means must be subject, especially in the field of education. For...

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