Las tecnologías digitales educativas: ¿fines de mercado o medios al servicio del aprendizaje crítico?

Abstract

El presente ensayo pretende mostrar cómo las tecnologías digitales tienen fines propios desde su creación, así como algunas de sus posibles consecuencias en el uso indiscriminado en educación son la desinformación, el solipsismo, la pérdida de privacidad, de derechos laborales, la instrumentalización de la razón y con ello de la vida, generando beneficios para unas pocas compañías o empresarios que las promueven para la acumulación de riqueza concentrada en pocas manos.

This essay intends to show that digital technologies have their own goals since their creation and that some possible consequences of their indiscriminate use in education are misinformation, solipsism, loss of privacy and labor rights, the instrumentalization of reason and life, generating benefits for a few companies and business people that promote them to accumulate riches concentrated in few hands. From this reality, we propose that their use be revised so that their application does not follow parameters issued by big companies, financial entities, or neoliberal governments, that they be used critically, ethically, and politically to benefit those that have fewer opportunities, nature itself, those that are unprivileged, and social justice to reach an ethical, aesthetic, and transformative learning.