In what ways have information and communication technologies (ICTs) in the college classroom transformed the educational experiences of students? We approach this question theoretically by exploring examples of how computers in the classroom can promote the liberation of or further the oppression of students. Drawing on principles from Paulo Freire’s classic work, Pedagogy of the Oppressed (1970), we argue that contrary to what other commentators have claimed, the dominant tendency of computers employed in college courses is the reinforcement of what Freire criticized over 35 years ago as the “banking system” of education. Too often, instructors who use computer-based pedagogies assume that the core of education is content rather than process; overlook how information becomes knowledge; and substitute shallow forms of participation for true praxis.
|Keywords:||Paulo Freire, ICTs, Education Theory, Liberatory Education, Computers in the Classroom, Pedagogy|
Professor & Chair, Department of Political Science, Le Moyne College, USA
Professor, Department of Political Science, Le Moyne College, USA
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