The issues and rationales behind decisions for digital education and differentiated pedagogy

Abstract

This article analyzes the discourse of decision-makers in the field of digital education in a given territory regarding digital school equipment. Explaining the school’s mission, differentiated pedagogy and its approach within humanist ideology, the author uses discourse analysis to identify the conditions under which decisions are made. He attempts to characterize the postures adopted by these individuals in this specific decision-making space, as well as the justifications given for these decisions and the underlying ideology. The results show that market issues outweigh those of technique and pedagogy. This impediment requires differentiated pedagogy practitioners and researchers alike to adopt a critical stance that goes beyond technophilia or -phobia with regard to the values conveyed in the technological discourses and digital artifacts they are presented with.