A “critical use” of technology: epistemological contributions of critical theory of technology to distance education

Abstract: What is the meaning of adopting a critical use of technology? And how does it reframe educational practices? Although there is a broad consensus on the need for a critical approach to technology, the absence of a consistent epistemological framework constrains the development of methodological models that align pedagogical intentionality with instructional design. This study examines the evolution of Critical Theory of Technology (CTT) and its implications for distance education, articulating its critical epistemology with current educational challenges. CTT provides a theoretical basis for overcoming technocratic perspectives by framing technology as a sociotechnical construct embedded with values, interests, and power relations. The analysis explores CTT’s assumptions and their application in education, highlighting how a critical framework supports the ethical and democratic appropriation of technology. Findings suggest that CTT has the potential to transform pedagogical practices by fostering a dialogical, reflective, and emancipatory educational model grounded in critical technology use. Keywords: Critical Theory of Technology. Critical Use. Distance Education. Epistemology.