数字化时代对传统教育实践的重新审视

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Evgeniya Nikolaeva, Polina Kotliar, Mikhail Nikolaev
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引用次数: 0

摘要

在封锁期间,学生和教师都充分沉浸在数字环境中,这使得教育过程组织的所谓“阴暗面”得以实现;学生和教师的传统角色正在经历这些转变。在蒂莫西·莫顿的黑暗生态理论的轮廓内的教育流行病后的现实是考虑在本论文。作者在研究数字化在教育领域的引入时,运用了“超对象”概念,将莫顿的光学外推到以数字环境为中介的教育实践理解中。研究表明,对传统教育实践的吸收被证明是一种有限的话语,在这种话语中,数字化的技术成分只是被实现,而教育过程的本质正在被抹掉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Revisiting traditional educational practices in the age of digitalization
During the period of lockdown both students and teachers experienced immersion in the digital environment to the full, what allowed actualizing the so-called “dark” sides of organization of the educational process; those metamorphoses, which traditional roles of a student and a teacher are currently getting exposed to. Post-pandemic realities of education within the contour of Timothy Morton’s dark ecology theory are considered in the present paper. The authors make use of a “hyperobject” concept while studying the introduction of digitalization in the field of education, submitting to extrapolate Morton’s optics to comprehension of educational practices, mediated by digital environment. It is shown in the study, that absorption of traditional educational practices proves to be a limited discourse, where the technological component of digitalization is being merely actualized and the essence of educational process is being simultaneously discredited.
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来源期刊
Revista on Line de Politica e Gestao Educacional
Revista on Line de Politica e Gestao Educacional EDUCATION & EDUCATIONAL RESEARCH-
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发文量
132
审稿时长
12 weeks
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