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Tohe, A. (2021). YouTube, Learning, and Transformative Critical Pedagogy. KnE Social Sciences, 5(3), 15–29. https://doi.org/10.18502/kss.v5i3.8518

https://doi.org/10.18502/kss.v5i3.8518

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  • Achmad Tohe

    Achmad Tohe

    Universitas Negeri Malang, Indonesia

Published Date

  • Mar 1, 2021

YouTube, Learning, and Transformative Critical Pedagogy

KnE Social Sciences / International Seminar on Language, Education, and Culture / Pages 15–29

Abstract

Fundamental changes that have taken place in the realm of information technology— particularly with the emergence of the Internet—have altered significantly ways by which people communicate, interact and exchange information. Similarly, in the realm of education, the same events have changed the ways by which teaching and learning were conducted. Indeed, the integration of technology into learning has made the learning process more interactive, collaborative and experiential. However, any innovation in education, as a result of advances in technology, is not an end in itself, but one that must be based on scientific research. This study was a library research, seeking to evaluate some of the existing efforts in integrating YouTube into learning and review a series of critical examination of such practices from the perspective of transformative critical pedagogy. The study showed that the majority of learning that has made use of YouTube demonstrated high access to the material, a more successful learning, and increased motivation of students to learn even further by searching more relevant videos. Nonetheless, for YouTube’s integration into learning to be transformative, it needs clear philosophical and pedagogical foundations. Otherwise, it may serve as the fulfilment of capitalist consumerism.


Keywords: technology, integration, learning, YouTube

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