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1994, Journal of Applied Communications
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4 pages
1 file
A review of Questioning Technology: Tool, Toy or Tyrant?, edited by John Zerran and Alice Carnes.
… : An International Journal of Complexity and …, 2008
Handbook of research on …, 2004
Few developments have piqued researchers' interest as has the growth of computers in their various hybrid forms as educational tools. A seemingly infinite range of methods and strategies has evolved to exploit the potential of technology. The problem has not been a scarcity of research. Literally thousands of studies related to computers and learning have been published during the past three decades. The problem has been one of making sense of the enormous, and growing, body of available research. This dilemma is compounded by the continuous metamorphosis of technologies-hardware, software and design-and the relatively short shelf-life of what is considered "state of the art." Present-day technologies often bear little resemblance to the computers of even a decade ago; new hardware and design technologies continue to emerge. During the past 40 years alone, computers have evolved from cumbersome, expensive room-size machines with typewriter displays to inexpensive hand-held devices of substantially greater power, flexibility, and ease of use. Applications have shifted from primitive tutorials to tools for individual inquiry, from typed text to high-fidelity visual images and immersive three-dimension CAVEs (computer-aided virtual environments), and from systems that present information to systems in which individuals construct knowledge. Indeed, the construct of "emerging" technology seems apropos in a field of such rapid and continuous change. The purpose of this chapter is to present one way of making sense of the vast body of educational technology research by organizing and categorizing research related to technology in education along a number of facets. As part of this organization, we examine how differences in the values and assumptions underlying teaching and learning research, theory, and practice have influenced disciplined inquiry related to emerging technologies.
In his trilogy of books on the philosophy of technology, Andrew Feenberg has provided one of the most sophisticated theories of the technology/society nexus. In his most recent work--Questioning Technology--Feenberg demonstrates forcefully the shortcomings of traditional theories of technology, which either characterize technology as neutral, or essentialize technology as some kind of autonomous, deterministic, and homogenizing force acting on society. In short, as Feenberg claims, there is no "essence" of technology. Technology is defined contextually and locally by the particular technology/society relationship. Feenberg, in agreement with Don Ihde, claims that technology can never be removed from a context, and therefore can never be neutral (99: 213). Technological design is inherently political. Consequently, the observed constraint on design choice is not some "essence" of technology, but can be explained by the hegemonic control of the design process by privileged actors.
Critique in Design and Technology Education, 2017
Diverse relationships to technology and media are expressed or emerge over time, including hopeful enthusiasm and critical resistance. For all the enthusiastic and critical analyses, there are few extensive histories of the critique of technology. This chapter historicizes critical relationships to technology, which range from detachment and skepticism to implicit resistance and explicit opposition or rejection. Relationships to technology and media have immediate implications for culture, economics, and education, but the focus here is on long-term historical implications. This begins with the spiritual critique of technology and proceeds historically through cultural, social, psychic, ontic, and identity critiques. In the final analysis, questions are raised for educators and researchers: If critique barely changes a thing, including youth consciousness, what is its utility? If it has been enough for criticism and critique to offer a counter to progress narratives, then how effective has this been?
Social Science Research Network, 2008
Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author.
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