Academia Open
Vol 9 No 2 (2024): December
Education

Digital Supervision for Critical Awareness and Ethical Technology Integration in Education
Pengawasan Digital untuk Kesadaran Kritis dan Integrasi Teknologi yang Beretika dalam Pendidikan


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  • Fitrotul Choiriyah,
  • Mochamad Nashrullah*,
  • Mochamad Nursalim,
  • Amrozi Khamidi
Fitrotul Choiriyah
Program Studi Manajemen Pendidikan, Universitas Negeri Surabaya, Indonesia
Mochamad Nashrullah
Program Studi Manajemen Pendidikan, Universitas Negeri Surabaya, Indonesia *
Mochamad Nursalim
Program Studi Manajemen Pendidikan, Universitas Negeri Surabaya, Indonesia
Amrozi Khamidi
Program Studi Manajemen Pendidikan, Universitas Negeri Surabaya, Indonesia

(*) Corresponding Author
Picture in here are illustration from public domain image or provided by the author, as part of their works
DOI: https://doi.org/10.21070/acopen.9.2024.10411
Published December 20, 2024
Keywords
  • Digital Education Supervision,
  • Critical Awareness,
  • Technology Effectiveness,
  • Digital Literacy,
  • Teacher Professionalism Development
How to Cite
Fitrotul Choiriyah, Nashrullah, M., Nursalim, M., & Amrozi Khamidi. (2024). Digital Supervision for Critical Awareness and Ethical Technology Integration in Education. Academia Open, 9(2), 10.21070/acopen.9.2024.10411. https://doi.org/10.21070/acopen.9.2024.10411

Copyright (c) 2024 Fitrotul Choiriyah, Mochamad Nashrullah, Mochamad Nursalim, Amrozi Khamidi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

General Background: The digital era has transformed education, enhancing access, efficiency, and learning personalization through technology. Specific Background: In Indonesia, the COVID-19 pandemic accelerated technological adoption in education supervision, crucial for improving teaching quality despite challenges like limited infrastructure, digital literacy, and resistance to change. Knowledge Gap: Limited research addresses how digital supervision integrates critical awareness to evaluate the ethical, social, and pedagogical impacts of technology. Aims: This study explores how digital education supervision enhances teacher professionalism, critical awareness, and effective technology use in learning. Results: Digital supervision, utilizing tools like Learning Management Systems (LMS) and e-supervision platforms, enables real-time teacher monitoring, reflective dialogue, and data-driven feedback while fostering educators' ability to assess technology's pedagogical value and ethical implications. Novelty: It introduces a philosophical framework—ontology, epistemology, and axiology—to position digital supervision as both a practical tool and transformative agent, addressing gaps in digital literacy and infrastructure inclusivity. Implications: The findings advocate for comprehensive policies, digital literacy training, and collaborative strategies, ensuring supervision effectively integrates critical awareness and technology efficiency to drive sustainable, inclusive educational transformation.

Highlights:

  • Digital supervision enhances real-time monitoring, reflective dialogue, and data-driven feedback.
  • Integrating critical awareness ensures ethical and pedagogical use of technology in education.
  • A philosophical framework—ontology, epistemology, and axiology—supports inclusive supervision strategies.

Keywords: Digital Education Supervision, Critical Awareness, Technology Effectiveness, Digital Literacy, Teacher Professionalism Development

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