Pedagogical transformation
Epistemological critique and the role of technology in modern education
DOI:
https://doi.org/10.55028/edutec.v6i1.26011Keywords:
Education, Epistemology, Technological-Pedagogical Fluency, Educational technologies, Teacher educationAbstract
This article develops a theoretical essay on epistemological approaches to teaching and learning and their relationship with the integration of educational technologies into contemporary pedagogical practice. The research problem focuses on understanding how different conceptions of knowledge influence the pedagogical appropriation of digital technologies and whether such uses reinforce transmissive practices or foster mediation, autonomy, and the shared construction of knowledge. The objective is to critically analyze the epistemological models of empiricism, apriorism, and interactionism, articulating them with the concept of Technological-Pedagogical Fluency (TPF) as an integrating axis between theoretical foundations, didactic choices, and digital culture. Methodologically, this is a qualitative study based on bibliographic research and an analytical-critical approach, organized through interpretive and comparative reading of classic works in educational epistemology and contemporary studies on educational technologies and teacher education. The analysis shows that technologies do not produce pedagogical innovation by themselves, since they take on different meanings according to the epistemological conception that guides their use. It is argued that TPF helps overcome merely instrumental uses, favoring more critical, reflective, collaborative, and coherent practices in response to the demands of digital education. It concludes that pedagogical transformation depends on the articulation between conceptions of knowledge, didactic intentionality, teacher mediation, and the critical use of technologies.
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