Open access
DIALECTICAL RELATIONSHIP BETWEEN EDUCATIONAL THEORY AND INTERACTIVE DIGITAL EDUCATION
Włodzimierz CHOJNACKI1, Alina BETLEJ2, Marta DOBRZYNIAK3
Publication language: English
Journal article
Transformations No. 4 (119) 2023, Publication date: 29 December 2023
Keywords: cyberculture, connectivist theory, cognitive theory, constructionist theory, behavioral theory, artificial intelligence, digital society, net-works, nodes and relations, critical analysis, teaching methods.
Abstract The contents presented in the article are aimed at attempting to describe and explain the dialectical relationship between selected pedagogical theories and interactive digital education . Digital technologies impact the educational market and learning methods, but require the mastery of knowledge and skills in using modern technologies effectively and responsibly by teachers, students, and learners. Proper funding of investments is also necessary to ensure the supply chain of modern digital teaching aids, the preparation of educational infrastruc-ture, and the improvement of teaching methods. We are currently participants in a dynamic evolution, where not only the dominant model of culture as a monopo-list becomes obsolete, but also the role of schools and universities changes with it. This results in the common cultural core of the entire society being influenced by collective intelligence , which is based on three pillars (data, information, and knowledge; IT software, experts, and recognized specialists). According to Pierre Levy, collective intelligence is a form of distributed and constantly improving intelligence, coordinated in real-time, aiming at mutual recognition and enrich-ment of individuals and social groups by popularizing rhetoric, argumentation, and assessments of intellectual environments . The research methods applied in the article are focused on qualitative discourse analysis and the critical evalua-tion method of interdisciplinary research results. Critical thinking is a form of knowledge that refers to research results, using methods and paradigms of scien-tific thinking that remain in a dialectical relationship with the surrounding reality. The applied critical discourse analysis on the dialectical relationship between content selection methods for teaching and learning not only provided insight into the dynamics of public representations but also presented different strategies of action. This means that the presented discourse mainly takes place in specific environments—teachers, IT specialists, and communication experts—who mostly discuss among themselves. Therefore, even if members of other groups or social categories become the subject of interest for the debaters, their representatives are absent among them. Hence, we present the content of the article for consideration, reflection, and discussion to a broader audience below.
Department of Sociology of the Institute of Sociological Sciences of Pedagogy of the Warsaw University of Life Sciences, Poland
ORCID: wlodzimierz.chojnacki@gmail.com
E-mail: 0000-0003-2306-3066
Dr. Alina BETLEJ– Department of Economic and Digital Sociology, Institute of Sociological Sciences, The John Paul II Catholic University of Lublin, Poland
ORCID: alinabetlej@gmail.com
E-mail: 0000-0002-2729-6564
Department of Pedagogy at the Institute of Sociological Sciences of Pedagogy at the Warsaw University of Life Sciences, Poland
ORCID: marta_dobrzyniak@edu.sggw.pl
E-mail: 0000-0001-8997-8715