نوع مقاله : مقاله پژوهشی
نویسنده
دکتری برنامهریزی درسی، استاد مدعو دانشگاه فرهنگیان، سبزوار، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Introduction: This study aimed to critically re-examine digital citizenship education from the perspective of the philosophy of technology and to elucidate its implications for teacher education policy.
Methods and Data: This qualitative study employed document analysis. The research data consisted of selected texts on digital citizenship, purposively selected and analyzed through five major approaches in the philosophy of technology. Data were analyzed using qualitative content analysis.
Findings: The findings indicated that, within the instrumentalist approach, digital citizenship is largely reduced to a set of skills, and responsible behaviors. In contrast, technological determinism and substantivism emphasize adaptation to the logic of technology and awareness of its consequences, respectively. Postphenomenology conceptualizes digital citizenship as a way of being in a technologically mediated world, in which human perception, identity. From the perspective of critical constructivism, digital citizenship is reconceptualized as a form of critical agency and democratic participation in confronting structures of power, inequality, and algorithmic domination.
Conclusion and Discussion: Policy-making for digital citizenship education among pre-service teachers in Iran requires a shift from a purely skills-based approach toward a multilayered, reflective, and critical approach that explicitly incorporates the philosophical foundations of technology into educational and policy decision-making.
کلیدواژهها [English]
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