Educational Digital Technology Under Critical Scrutiny

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Published: Oct 24, 2026
DOI: https://doi.org/10.52358/mm.vi24.610
Keywords:
critical approach digital technology artificial intelligence pedagogical practices educational provision use and non-use techno-pedagogical innovation

Main Article Content

Cathia Papi
Université TÉLUQ
https://orcid.org/0000-0002-5193-3906
Patrick Plante
Université TÉLUQ
https://orcid.org/0000-0002-0860-5798
Alain Stockless
Université du Québec à Montréal
https://orcid.org/0000-0002-7765-7866
France Gravelle
Université du Québec à Montréal

Abstract

As technologies and societies evolve rapidly, it is necessary to examine the representations, uses and non-uses, practices, and ethical issues associated with the integration of digital artefacts into education and training more closely. Accordingly, the 23 articles brought together in this special issue of Médiations et médiatisations offer different ways of conceptualizing what constitutes a critical approach and present pedagogical experiments and reflections on the place and role of digital technologies in school, university, and training contexts. Specifically, they highlight the issues and challenges raised by technopedagogical innovations and examine stakeholders’ representations and practices, as well as the potential or demonstrated effects of different technologies and systems on teaching and learning experiences.

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How to Cite
Papi, C., Plante, P., Stockless, A., & Gravelle, F. (2026). Educational Digital Technology Under Critical Scrutiny. Mediations and Mediatizations, (24), 9–15. https://doi.org/10.52358/mm.vi24.610
Issue
No. 24 (2026): Educational Digital Technology Under Critical Scrutiny
Section
Editorial
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Patrick Plante, Université TÉLUQ

Patrick Plante is a full professor of distance learning and educational technology at TÉLUQ University. He holds a bachelor’s degree in history, a teaching diploma, and a master’s and a doctorate in educational technology from Laval University. In 2015–2016, he undertook a postdoctoral fellowship funded by the AGE-WELL network, focusing on the research, development and commercialisation of serious games for older adults. His current research centres on serious games and the gamification of content, microlearning and the use of artificial intelligence in educational contexts.

Patrick Plante heads the Centre for Research and Innovation in Educational Technology in Quebec (i-TEQ), and was co-director and founding member of the Observatory of Digital Technology in Education (ONE) from 2018 to 2024. He is also editor of the ‘Discussions and Debates’ section of the journal Médiations et médiatisations (M&M), a research associate at the Inter-University Research Centre on Teacher Training and the Teaching Profession (CRIFPE), and an affiliated researcher with the AGE-WELL network and the SAVIE Public Research Centre.
*** Translated with www.DeepL.com/Translator (free version) ***

 

Alain Stockless, Université du Québec à Montréal

Alain Stockless is a professor in the Department of Educational Sciences at UQAM. His areas of expertise include educational technology, online learning, and digital learning environments. He also has expertise in the use of digital technology in educational settings. Additionally, he is interested in the development of teachers’ ICT skills and the adoption of pedagogical innovations through digital technology.

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