132 Words: A Critical Examination of Digital Technology, Education, and Citizenship

Dan Mamlok*, Kathleen Knight Abowitz

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This article explores the potential of digital technology to advance democratic citizenship. Drawing on critical theory and following a critical, comparative qualitative study which examined the relationships among digital technology, education, and democracy in the US and Israel, the authors explore epistemological assumptions of teaching and learning with digital tools. The article examines the tension between the promise of digital technology to transform education, and the instrumental hegemony of the neoliberal imperative. At the heart of this article, the authors contend that current teachers’ understanding of using digital technology, and the practices used in classrooms constrain the promotion of digital citizenship. The authors argue that transforming education through digital technology and advancing civic aims require epistemological transformation which will move beyond instrumental understanding of digital tools. They conclude with a recommendation of a theoretical framework for digital citizenship.

Original languageEnglish
Pages (from-to)1237-1257
Number of pages21
JournalTechnology, Knowledge and Learning
Volume27
Issue number4
DOIs
StatePublished - Dec 2022

Keywords

  • Citizenship education
  • Critical qualitative study
  • Democracy and education
  • Media literacy
  • Technology education

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