Educommunication and ICT: from a corpus to a model of educational intervention for critical attitude

Abstract

This article proposes an educational intervention model grounded in Educommunication, integrating communication, pedagogy, information technologies, and principles of human development. The methods employed included, first, an exploratory and quantitative procedure to identify the theoretical foundations of Educommunication and critical attitudes. Subsequently, a qualitative procedure was conducted to analyze the reference texts. This resulted in an objective ad hoc corpus that enabled the integration of the main approaches to Educommunication and provided epistemic support for the proposed model. The development of the corpus also led to the identification of advances in the field, thereby generating theoretical constructs based on the question of how to promote critical attitudes through Educommunication. The model highlights the connection between education and the development of Information and Communication Technologies (ICT) and aims to foster critical attitudes through seven dimensions: media literacy and communication, relationships with others, hypertext, curricular aspects, technology use, methodology, and learning objectives.