Stereotyped Educational Technologies: A challenge to be faced
DOI:
https://doi.org/10.5753/rbie.2022.2293Keywords:
Educational technologies, Stereotypes, Stereotype threat, Performance, LearningAbstract
In Brazil, online education has become more present in higher education institutions. To meet all the demand provided by this paradigm shift, educational technologies emerge as mediators for the realization of learning. Through this, several benefits linked to educational technologies make the technologies a fundamental measure to provide education, further reinforcing the teaching-learning process: how to teach and learn, mainly in the pandemic scenario generated by Covid-19. However, some educational technologies have limitations in their design, disregarding attributes that can be used for an adequate construction of educational technologies, in a way that makes the technology more personalized, such as: (i) age; (ii) gender; (iii) motivations; and, finally, (iv) profile and categories of students. The inequalities resulting from the current limitation in the construction of existing educational technologies are objects of study of an emerging area in the literature called Stereotype Threat. The objective of this work is to present and discuss challenges present in the development of educational technologies, as well as to discuss in the light of the literature the problems associated with stereotyping of these technologies from their elaboration to their use by the public-targeted, in view of the possibilities of producing biases and inequalities that may harm specific groups, We conclude that the theme related to Stereotyped Educational Technologies is a diversified area and needs to be better explored in view of the benefits that can come from the improvement of gamified virtual educational environments.
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