Technological mediation in education: a relational-pragmatic approach drawing on Vygotsky and actor-network theory
Gorde:
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| Formatua: | artículo original |
| Egoera: | Versión publicada |
| Argitaratze data: | 2026 |
| Deskribapena: | This essay examines the ontological and operational foundations of technological mediation in educational contexts, drawing on Vygotsky’s cultural-historical theory, relational perspectives such as actor-network theory, and contemporary approaches to distributed agency and causal mechanisms. It argues that pedagogical practice in digital sociotechnical ecologies requires an understanding of the relationship among subjects, artifacts, and institutional configurations as processes of co-constitution, through which patterns of action, new forms of agency, and mediated learning dynamics emerge. Through the analysis of key concepts such as the Zone of Proximal Development, sociotechnical translation, the notion of mechanism, and the redistribution of epistemic agency, the essay shows that technology should not be understood merely as an instrumental resource, but rather as a mediator that reconfigures the structure of cognitive, organizational, and relational opportunities. Methodologically, the study adopts a theoretical-conceptual essay design and uses mechanism-based explanation as an analytical strategy. Drawing on specialized literature and illustrative cases, it reconstructs the generative processes that link mediation, translation, distributed agency, differentiation, and institutionalization. The essay concludes that a relational-pragmatic perspective offers a more robust explanation of the emergence of hybrid, personalized, and collaborative educational practices, while also providing analytical criteria for designing pedagogical interventions that are sensitive to the complexity of contemporary digital environments. |
| Herria: | Portal de Revistas UNED |
| Erakundea: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| OAI Identifier: | oai:revistas.uned.ac.cr:article/6732 |
| Sarrera elektronikoa: | https://revistas.uned.ac.cr/index.php/index/article/view/6732 |
| Gako-hitza: | Aprendizaje colaborativo Brecha digital Capital cultural Sociología del conocimiento Collaborative learning Cultural capital Digital divide Sociology of knowledge Apprentissage collaboratif Fracture numérique Capital culturel Sociologie de la connaissance |