Critical Pragmatism and Media Ecology: A Diachronic and Global Vision of Technology Use in the Classroom

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education

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paper

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Mis

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This article expands the analysis of the "Uso delle tecnologie educative in aula" module of the SOULSS project, integrating a critical perspective that transcends the instrumental view of technology. Through a comparative diachronic and synchronic approach, the inherent tensions of media literacy are examined. On one hand, the historical memory of pedagogical innovation in Spain is recovered—from the Institución Libre de Enseñanza and the Escuelas del Ave María to the Misiones Pedagógicas—to demonstrate that the introduction of media in the classroom has always been an ideological battleground. On the other hand, these experiences are contrasted with current infrastructural challenges in the Global South (Nigeria) and the disruption of Artificial Intelligence. We argue that the teacher must manage a complex "media ecology," balancing the advantages of personalization and motivation with the risks of the digital divide, cognitive dependency, and the commodification of educational discourse.

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