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État de publication: publié
Nom de la revue: Computers & Education Open
Volume: 10
Résumé: Digital technologies such as social media and artificial intelligence, and the datafication they enable, increasingly influence society and teaching and learning in schools. Where this leads to partial automation of education, teachers’ agency and student learning and development are at risk. This calls for educational paradigms that emphasize the importance of teacher agency and reorient towards core educational purposes. Drawing on Biesta's domains of qualification, socialization, and subjectification, we argue that technology should enhance learning without undermining teacher agency or the social interactions that socialization and subjectification require. In this conceptual paper, we focus on protecting teacher agency and on using Biesta's domains to guide wise technology choices for the classroom. Our aim is twofold: to show why and how to protect teacher agency regarding educational technology, and to guide educational stakeholders in prioritizing Biesta's three domains when evaluating technologies. We integrate our conceptual work into the TAPP model (Teacher Agency for Pedagogical Purpose).
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