TOWARD CRITICAL EDUCATIONAL TECHNOLOGY FOR EARLY CHILDHOOD EDUCATION
Abstract: This article as a theoretical
overview explains and introduces the basic concept of the critical perspective
on educational technology for early childhood education, especially for the
Indonesian audience. The critical perspective derived from the critical
pedagogy notions is very important as a critical tool of analysis on examines
the creating, using, and managing of the learning media and method for early
childhood education. The critical analysis result would be the prominent
consideration on educational technology activities (creating, using, managing)
and the critical pedagogy notions itself become the reference paradigm and
foundation for those activities. The subtantial objectives of the early
childhood education from the critical pedagogy perspective are tend to bring
the learning practice more democratic, emancipatory, dialogic, participatory,
and transformative for the childs' cognitive, afective and psychomotoric
development. The concern of the critical pedagogy for early childhood education
is not insist to build the childs' critical consciousness, but to nurture the
childs' need for critical inquiry, in this case the teachers position is
important to develop and practicing the learning practice based on the critical
pedagogy notions and also examine critically the early childhood education
policy, its curriculum, and etc.
Keywords: educational technology, critical pedagogy,
early childhood, ICTbased learning media,
and method
Author: Edi Subkhan
Journal Code: jppaudsdgg140005
