Abstract

VARONA DOMINGUEZ, Freddy. Ambiguity in the educational technology category. Sophia [online]. 2022, n.33, pp.249-277. ISSN 1390-8626.  https://doi.org/10.17163/soph.n33.2022.09.

This article is theoretical and is developed from the perspective of epistemology and philosophy of education, focused on higher education. It is structured in three sections: the first shows some theoretical criteria regarding ambiguity; In the second, an approach is made to the course of the technology category and the imprecision in its theoretical use, and in the third, the educational technology category and the ambiguity that exists in it and in its use, as well as some of its causes, are discussed. Its objective is: to analyze the ambiguity in the educational technology category. The methodology used is Documentary, consisting of the critical study of texts. The main results are: conformation of general ideas around theoretical studies about ambiguity; theoretical elaboration, from an epistemological perspective, around the ambiguity in the categories technology and educational technology. Conclusions: A positive view has been displayed around ambiguity, but it has not erased its negative charge; the ambiguity is not consubstantial to the technology category, it is due to the extraordinary expansion of its definition; In the educational technology category, the ambiguity typical of the technology category is present, in addition to that provided by the adjective educativo.

Keywords : Ambiguity; category; knowledge; technology; educational technology; high education.

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